七年級(jí)下冊(cè)英語(yǔ)課件

七年級(jí)下冊(cè)英語(yǔ)課件(匯編8篇)。

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七年級(jí)下冊(cè)英語(yǔ)課件 篇1

教學(xué)目標(biāo)

知識(shí)與技能

(1)熟練掌握下列詞匯：

rules, arrive, late, hall, dinning hall, listen, , fight, sorry outside,wear, important, bring, uniform, quiet

(2)熟練掌握下列短語(yǔ)：

dining hall, arrive late for school, (be) on time, listen to music break the rules, in class, be/ keep quiet, a lot of, bring …to…，wear a hat, have to, music players

(3)掌握下列句型：

1. Don't eat in class.

2. You must be on time.

3. Eat in the dining hall.

4. 正確使用情態(tài)動(dòng)詞can, can’t

——Can we wear a hat in school?

——Yes, we can./No, we can’t.

5. 能正確使用have to 和 must 談?wù)撘?guī)章制度

We must be on time/ We also have to be quiet in the library.

教學(xué)重難點(diǎn)

重點(diǎn)：

1) 肯定祈使句是省略掉主語(yǔ)的原形動(dòng)詞開(kāi)頭;

2) 否定祈使句則是在肯定祈使句前加上“don’t”。

3) 情態(tài)動(dòng)詞must及have to在用法上的區(qū)別。

難點(diǎn)：

掌握祈使句的用法，并能聽(tīng)懂、會(huì)說(shuō)一些簡(jiǎn)單的祈使句。

教學(xué)工具

ppt

教學(xué)過(guò)程

一.新課預(yù)習(xí)

1.小組合作學(xué)習(xí)本課單詞，根據(jù)漢語(yǔ)寫(xiě)出下列英語(yǔ)單詞。

規(guī)則_______ 到達(dá)_________ 準(zhǔn)時(shí)___________走廊___________

禮堂_________ 餐廳_______________傾聽(tīng)___________________

聽(tīng)……______________打架_______________抱歉的_____________ 非常重要_____________ 帶來(lái);拿來(lái)_________________

不得不_____________ 校服;制服_________________

2.試著翻譯下列句子。

Don’t arrive late for class. ___________________________________

Don’t run in the hallways. ___________________________________

不要在教室里吃東西。___________________________________

不要在教室里聽(tīng)音樂(lè)。___________________________________

二. 情景導(dǎo)入

教師進(jìn)教室后，使用祈使句請(qǐng)學(xué)生們完成一系列動(dòng)作：

Please stand up/ sit down. Close the door, please. Look at me and listen to me.

Don’t open your books. Don’t talk. Let’s begin our class.

學(xué)生聽(tīng)教師的指令完成各種動(dòng)作，教師也可將指令寫(xiě)到黑板上，讓學(xué)生從視覺(jué)上考察祈使句的特點(diǎn)。

三.合作探究

1.教師出示書(shū)上1a 的圖片，向?qū)W生提問(wèn)。

指著圖上奔跑的男孩提問(wèn)

T：What’s the boy doing? S: He’s running.

T: Where is he running? S: He’s running in the hallways.(板書(shū)，教讀)

T：Can you run in the hallways? S: No, I can’t.

T: So please don’t run in the hallways.(板書(shū)，教讀)

(= You can’t run in the hallways.)

學(xué)生跟讀數(shù)遍，明白祈使句和“can”的表達(dá)含意。

T：Why is he running in the hallways? S: He’s late.

T: Oh, he’s late for class.(板書(shū)，教讀)

You can’t arrive late for class.(板書(shū)，教書(shū)) = Don’t arrive late for class.

…

2.work on 1a

學(xué)生看圖，完成1a的內(nèi)容，檢查答案并大聲朗讀校規(guī)。

3. Listening

學(xué)生們聽(tīng)錄音，完成1b，選出四位學(xué)生都違反了哪條校規(guī);聽(tīng)之前，學(xué)生要讀會(huì)英文名。

Check the answers:

4. Pair work

學(xué)生朗讀1c部分的句型;兩人一組對(duì)話表演，學(xué)生可經(jīng)過(guò)討論，多說(shuō)出他們想到的校規(guī)，不必只限于書(shū)上.

5. Listening

Work on 2a:

First, read the sentences in 2a together.

Ss listen to the recording and check the activities they hear.

Play the recording again for the Ss to check the answers.

Work on 2b:

Listen to the recording again. Can Alan and Cindy do these activities? Circle can or can't above.

Check the answers:

6. Pair work

Talk about the rules in 2a.

Let some students come to the front and act out the conversations.

課后小結(jié)

點(diǎn)撥總結(jié)

1.arrive late for school/ be late for school/ come to school late 上學(xué)遲到

2.arrive in/ at + 地點(diǎn) in class 在課堂上

get to + 地點(diǎn) in the classroom 在教室里 wear “穿著，戴著” be in + 顏色(穿......顏色的衣服) sound “聽(tīng)起來(lái)”系動(dòng)詞后接形容詞

3. 祈使句的用法:祈使句是用來(lái)表示請(qǐng)求，命令，叮囑，邀請(qǐng)，勸告等的句子，一般以動(dòng)詞原形開(kāi)頭。

a) V型祈使句(以行為動(dòng)詞開(kāi)頭) Listen to me，please. 請(qǐng)聽(tīng)我說(shuō).

b) B型祈使句(以Be開(kāi)頭) Be careful!小心!

c) L型祈使句(以Let開(kāi)頭)Let me help you. 讓我?guī)椭?

d) D型祈使句(以Don’t+動(dòng)詞原形開(kāi)頭) Don’t talk in class.

4、must和have 的區(qū)別

must “必須”(強(qiáng)調(diào)主觀意志);沒(méi)有人稱和數(shù)的變化;否定：mustn’t “不準(zhǔn)”

have to “必須”(強(qiáng)調(diào)客觀因素)三人稱用：has to; 否定：don’t/ doesn’t have to

5. a lot of= lots of/ many/ much

6. bring sth. to sb.“帶…來(lái)…”= bring sb. sth.

課后習(xí)題

訓(xùn)練評(píng)價(jià)

一、單項(xiàng)選擇

( )1.-- Don’t run in the room. -- ,Uncle.

A. Excuse me B. Sorry C. No

( )2. Peter wear sports shoes for the gym class today.

A. have to B. has C. has to

( )3. Our teacher us not to arrive late for the class.

A. says B. talks C. tells

( )4. -- we have to clean the classroom after school? --Yes, you .

A. Can, can B. Do, have C. Do, do

( )5.You can’t eat outside. It’s dirty.

A. in B. at C. /

2. 完成下列句型轉(zhuǎn)換試題

1)I can play computer games on weekends.(一般疑問(wèn)句)

_________________________________? Yes, ____________.

2) He has to wear uniform.(變否定句)

He _____ _____ _____ wear uniform.

3) I have to wear sneakers for gym class.(一般疑問(wèn)句)

_____ you ____ ____ wear sneakers for gym class? Yes, I ____.

4) They have to wash clothes.(提問(wèn)) ____ do they have ____ ____?

5) You can’t go out on school nights.(換一種表達(dá)) _______ go out on school nights.

6) Don’t talk in class.(同上) No _________________________.

頻道小編推薦： |

七年級(jí)下冊(cè)英語(yǔ)課件 篇2

教學(xué)目標(biāo)

1.學(xué)習(xí)和鞏固一些有關(guān)食品的名稱;了解面條及其配料。

noodles beef mutton chicken cabbage tomato potato special

2.掌握would like (‘d like)的用法及句型What kind of…would you like?(你想要什么種類的物品啊?)

3.初步培養(yǎng)學(xué)生有關(guān)“訂餐”的交際能力;能自配美餐。

培養(yǎng)學(xué)生養(yǎng)成愛(ài)惜糧食、講究衛(wèi)生的良好習(xí)慣。

教學(xué)重難點(diǎn)

教學(xué)重點(diǎn)(Teaching Key Point)

運(yùn)用目標(biāo)語(yǔ)言訂購(gòu)食品：

---Can I help you?

---Yes, please.

---What kind of noodles would you like?

---I’d like beef and tomato noodles.

教學(xué)難點(diǎn)(Teaching Difficulty):

培養(yǎng)學(xué)生的口語(yǔ)交際能力。

教學(xué)工具

課件

教學(xué)過(guò)程

Step 1 Greetings and free talk

Step 2 Show the learning aims. Meanwhile explain some words using real objects or pictures.

Step 3 Leading in Course

Show students a toy dog and ask them if they like it.

Ask students: What kind of animals do you like ?

Students answer: I like …

Ask students: What kind of animals would you like?

Students answer: I would like…

(Tell students “would like” is similar to “want”. But “would like” is more polite than “want”.)

Step 4 New lesson

1.Show students a screen with some more animals. Ask each animal’s name . Then use the sentence structure” What kind of …would you like? I’d like …”Finally, pointing to any animal, get boy students to ask and girl students to answer.

2.Show students another screen with some vegetables. Do this task as the former step .to help students consolidate the structure.

3.Show students a screen with some kinds of food. and continue to practice the structure.

4.Show students a screen with some different kinds of meat. Students practice the structure.

(在傳授這些知識(shí)的同時(shí)，教育學(xué)生學(xué)會(huì)生活：了解人體每天對(duì)幾種主要營(yíng)養(yǎng)的需求量，學(xué)會(huì)健康飲食)

5.Pair work

Students use the sentence structure to make their own conversations.

---What kind of …would you like?

---I’d like …

6.Design a scene:

“I work in a restaurant. I am selling several kinds of noodles. (Some specials) A costumer comes to order noodles.”

(1).Show the specials to students and explain the ingredients of each special.

(2).Get students to listen to a conversation and choose one of the specials the costumer orders

(3).Students work in pairs or in groups to practice conversations, trying to order food.

7.Exercise

Order some sentences to form a conversation.

8.Summary of this lesson

9.Self-assessment

Get students to finish the self-assessment chart

10.Homework

Dispense a healthy lunch for yourself.

Make a bowl of noodles for your parents when you get home.

課后小結(jié)

學(xué)了這節(jié)課，你有什么收獲?

課后習(xí)題

完成課后練習(xí)題。

板書(shū)

I’d like some noodles.

noodles What kind of …do you like?

beef I like …

mutton　What kind of …would you like?

cabbage I’d like…

potatoes

tspecial

七年級(jí)下冊(cè)英語(yǔ)課件 篇3

教學(xué)目標(biāo)

1. 語(yǔ)言知識(shí)目標(biāo)：

1) 能掌握以下單詞： rain, windy, cloudy, sunny, snow, weather, cook, bad, park, message, take a message, could, back, problem

能掌握以下句型：

① —How's the weather in Beijing?

—It's sunny.

② —Can I take a message for him?

—Yes. Could you just tell him to call me back?

—Sure, no problem.

2) 能用所學(xué)的知識(shí)描述天氣情況。

3)描述正在發(fā)生的動(dòng)作。

2. 情感態(tài)度價(jià)值觀目標(biāo)：

教育學(xué)生善于觀察天氣，善于調(diào)整自己的情緒;了解世界各地的天氣情況，增加世界觀念。知道大自然的力量是神奇而偉大的，我們應(yīng)當(dāng)好好學(xué)習(xí)，立志學(xué)好科學(xué)知識(shí)，為長(zhǎng)大后探索神奇的大自然，打好基礎(chǔ)。

教學(xué)重難點(diǎn)

1. 教學(xué)重點(diǎn)：

1) The vocabulary and useful expressions.

2) —How’s the weather?

—It's raining/ windy.

3) —What are you doing?

—I'm playing basketball.

2. 教學(xué)難點(diǎn)：

運(yùn)用目標(biāo)語(yǔ)言來(lái)對(duì)天氣進(jìn)行問(wèn)答，并且會(huì)問(wèn)答其他人正在進(jìn)行的活動(dòng)。

教學(xué)工具

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教學(xué)過(guò)程

...

板書(shū)

Section A (1a-2d)

1. —How's the weather in Beijing? —It's sunny.

2. —What's Uncle Joe doing? —He is playing basketball.

2c: —What's Uncle Joe doing? —He's playing basketball.

—What's Aunt Sally doing? —She's cooking.

—What's Mary doing? —She's watching TV.

七年級(jí)下冊(cè)英語(yǔ)課件 篇4

教學(xué)目標(biāo)

1、語(yǔ)言目標(biāo)

◆ 掌握部分有關(guān)電視節(jié)目以及表示裝飾的詞匯，如：soap opera, sitcom, sports show, host, super, agree, hair clip, key ring, belt, wallet etc.

◆ What do you think of…? 句式在不同人稱中的使用及其幾種不同的答語(yǔ)方式，并能簡(jiǎn)單陳述理由。

◆ 掌握運(yùn)用love, like, don’t like, don’t mind, can’t stand恰當(dāng)表達(dá)對(duì)有關(guān)事物的觀點(diǎn)和態(tài)度。

2、能力目標(biāo)

◆ 學(xué)會(huì)陳述自己的看法和意見(jiàn)。

◆ 學(xué)會(huì)談?wù)撟约旱南埠谩?/p>

◆ 談?wù)劻餍形幕?，了解各類電影和電視?jié)目的名稱。

◆ 了解一些日常生活用品，描述對(duì)其喜好程度。

3、策略目標(biāo)

利用不同媒體獲取相關(guān)的學(xué)習(xí)資源，通過(guò)合作、探究的方式學(xué)習(xí);學(xué)會(huì)正確評(píng)價(jià)自己的學(xué)習(xí)行為和學(xué)習(xí)效果。

4、情感目標(biāo)

◆ 學(xué)會(huì)客觀地評(píng)價(jià)事物。

◆ 正確表達(dá)自己的意見(jiàn)。

◆ 正確認(rèn)識(shí)流行文化。

◆ 了解中西文化在表達(dá)自己的觀點(diǎn)時(shí)存在很大差異——我們比較委婉，而西方人則更直接一些。

教學(xué)重難點(diǎn)

1、重點(diǎn)

學(xué)習(xí)及掌握陳述自己的看法，意見(jiàn)及喜好的詞匯和基本句型。

2、難點(diǎn)

正確運(yùn)用What do you/does he/she think of…?及I love/like/don’t like/don’t mind/can’t stand ... He/She loves/likes/doesn’t like/doesn’t mind/can’t stand ...等句型結(jié)構(gòu)來(lái)表達(dá)對(duì)客觀事物的評(píng)價(jià)。

教學(xué)工具

課件

教學(xué)過(guò)程

Step1 Warming up : Chant

What do you think of talk shows?

I don’t mind them.

What about game shows?

I love them.

Do you like sitcoms?

Yes, I do.

Step 2 Revision: Dialogue show time

注：1. Dialogue show后要鼓勵(lì)學(xué)生給予comments?？梢砸龑?dǎo)學(xué)生在以下幾方面評(píng)價(jià)：

What do you think of their dialogue?

Body language

pronunciation

intonation

2.如有許多Pairs想上來(lái)show，可以用一個(gè)chant確定：

1,2,3,4 Mary is at the kitchen door.

5,6,7,8 Mary is at the garden.

Step 3 Presentation

1. Listen and do 2a, 2b.

借助Dialogue show 及過(guò)渡句“Have you seen the sitcom Dumpling King引出聽(tīng)力

2. 做完2a,2b后，問(wèn)：

What does he think of Dumpling King?

What does he think of Er Bao

Xiao Bao ?

Sitcoms

呈現(xiàn)新的句型。

Step 4 Information exchange

Student A looks at one paper, student B looks at the other paper.(Don’t look at his/her partner’s paper)

運(yùn)用句型結(jié)構(gòu)：What does Alan/Yang Lin think of these TV shows?交流信息。

Step 5 Task(1)：

Weekend Talk show

學(xué)生三人一組，分別扮演角色 host/hostress和guests，電視訪談節(jié)目的演示，談?wù)搶?duì)不同TV shows的看法，但老師先要給予Talk show的model。

A: Welcome to 9 o’clock weekend Talk show.

We’re talking to….Welcome to the show…

B: Thank you.

A: Do you like to watch TV?

B:

A: What do you think of sports shows?

B:

A: How about…?

B:

A: OK! Thanks for joining us. Next, we’re talking to…

Step 6 Task (2)：Survey time

列舉常見(jiàn)TV Shows的名稱，調(diào)查并統(tǒng)計(jì)班內(nèi)同學(xué)對(duì)各種節(jié)目的觀點(diǎn)。四人小組以統(tǒng)計(jì)圖表的形式(學(xué)生可以creative一些，設(shè)計(jì)各種統(tǒng)計(jì)圖表)呈現(xiàn)結(jié)果，再給TV station寫(xiě)一封調(diào)查報(bào)告，并提些建議。

統(tǒng)計(jì)時(shí)，增加句型：I do, too.

I don’t, either.

Step7 Homework

1. Finish your diagram and stick on the board.

2. Finish writing the letter to the TV station.

課后小結(jié)

學(xué)了這節(jié)課，你有什么收獲?

課后習(xí)題

完成課后練習(xí)題。

板書(shū)

Unit 11 What do you think of game shows?

七年級(jí)下冊(cè)英語(yǔ)課件 篇5

教學(xué)目標(biāo)

1. 語(yǔ)言知識(shí)目標(biāo)：

1) 能掌握以下單詞： newspaper, use, soup, wash, movie, just

能掌握以下句型：

① —What are you doing? —I'm watching TV.

② —What's he doing? —He's using the computer.

③ —What are they doing? —They're listening to a CD.

④ —This is Jenny. —It's Laura here.

2) 能掌握語(yǔ)法：現(xiàn)在進(jìn)行時(shí)態(tài)的用法。

3) 能運(yùn)用所學(xué)的知識(shí)，描述人們正在干的事情。

教學(xué)重難點(diǎn)

1. 教學(xué)重點(diǎn)：

1) 詞匯、詞組搭配和現(xiàn)在進(jìn)行時(shí)的用法。能用現(xiàn)在進(jìn)行時(shí)的各種形式進(jìn)行準(zhǔn)確的描述和表達(dá)正在發(fā)生的動(dòng)作。

2) 能掌握現(xiàn)在進(jìn)行時(shí)態(tài)及一些表示具體動(dòng)作的詞組搭配,如: doing homework, using the computer, watching TV, eating dinner… 等

2. 教學(xué)難點(diǎn)：

現(xiàn)在進(jìn)行時(shí)中現(xiàn)在分詞的結(jié)構(gòu)及讀音，能在交際中準(zhǔn)確地運(yùn)用現(xiàn)在進(jìn)行時(shí)來(lái)描述或表達(dá)正在進(jìn)行的動(dòng)作。

教學(xué)工具

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教學(xué)過(guò)程

Ⅰ. Warming-up and Lead in

1. Greet the Ss and check the homework.

2. Watch a video program.

Ⅱ. Presentation

1. Show some pictures on the big screen. Present the new words and expressions.

2. Ss watch and learn the new words and expressions.

3. Give Ss some time and try to remember the new words and expressions.

4. (Show some pictures on the screen and ask some students to perform the actions.)

e.g. T: What are you doing?

S: I am doing homework. (Help him/her to answer)

T: What is he /she doing?

Ss: He /she is doing homework.

Teach: watching TV, cleaning, reading a book, eating dinner, talking on the phone...as the same way.

5. Work on 1a. Ss read the activities and look at the pictures. Then match the activities with pictures.

6. Check the answers with the Ss.

Ⅲ. Game (guess)

1. T: Now let's play a game. What's she/he doing? You must watch the big screen carefully.

(Show some pictures on the big screen quickly) Let Ss guess what's he/she is doing?

2. Ss watch and guess the actions.

3. Ask and answer about the pictures.

—What's he/she doing?

—He's/She's …

Ⅳ. Listening

1. T: What are Jenny, John, Dave and Mary doing? Now let’s listen to the tape, find out the right activities from 1a.

2. Play the recording for the Ss twice.

3. Ss listen to the recording and write the numbers from 1a.

Ⅴ. Pair work

1. Ask the Ss to read the conversations in 1c with a partner. Then look at the pictures in 1a. And conversations about other person in the picture.

2. Ss make conversations by themselves and practice the conversations.

Ⅵ. Listening

1. Work on 2a;

T: Jack and Steve are talking on the phone. What are they doing now? Listen to the conversations and match the answers with the questions.

(Play the recording for the first time, students only listen carefully. Then, listen to the recording again, and match the answers with the questions. )

Check the answers.

2. Work on 2b.

Let Ss read the conversation in 2b first. Then play the recording for the Ss twice.

The first time Ss only listen and write down the words in the blanks. Then play the recording again for the Ss to check the answers. (If necessary, press the Pause button to help.)

Ⅶ. Pair work

1. Now, role-play the conversation with your partners.

2. Let some pairs to act out the conversation in front of the class.

Ⅷ. Role-play

1. Ask Ss to read the conversation in 2d and answer the questions below.

① Are Jenny and Laura talking on the phone?

(Yes, they are.)

② What's Laura doing now?

(She's washing her clothes.)

③ What's Jenny doing?

(She's watching TV.)

④ When do they meet at Jenny's home?

(At half past six.)

2. Ss read the conversation and answer the questions above.

3. Check the answers with the Ss.

4. Let Ss work in pairs and role-play the conversation.

Homework:

1. Review the words and expressions in this period.

2. Understand the knowledge about the present progressive tense.

3. Make five sentences on what are you doing now.

七年級(jí)下冊(cè)英語(yǔ)課件 篇6

教學(xué)目標(biāo)

Teaching aims(教學(xué)目標(biāo))

1.學(xué)會(huì)用適當(dāng)?shù)男稳菰~評(píng)價(jià)不同的事物。

2. 聽(tīng)懂他人的描述并作出反饋。

教學(xué)重難點(diǎn)

Language points(語(yǔ)言點(diǎn))

1.要求掌握以下句式： What did she say about her vacation/people/the stores/the food?

Did you do anything special there? What was it?

2.要求掌握以下詞匯：

形容詞：褒義形容詞(delicious, exciting, cheap)貶義形容詞 (terrible, boring, expensive)

Difficulties(難點(diǎn))：會(huì)恰當(dāng)?shù)厥褂貌煌男稳菰~來(lái)描述不同的事物。

教學(xué)過(guò)程

Teaching steps(教學(xué)步驟)

1. Lead in & Presentation(直接導(dǎo)入引出新知識(shí))

T: My shoes are very cheap (寫(xiě)在黑板上). They cost only 50 yuan, and I like them very much. I think they are beautiful. Can you give me more adjectives that I can use to describe my shoes?

S1: Fantastic!

S2: Wonderful …

(老師可以鼓勵(lì)學(xué)生給出盡可能多的形容詞，并引導(dǎo)學(xué)生適當(dāng)歸類并把歸類結(jié)果寫(xiě)在黑板上)

T: That’s great! Now, can you tell me which adjectives you have mentioned are positive and which are negative?

(教師把Positive adjectives & negative adjectives 板書(shū)在黑板上并在對(duì)應(yīng)的地方寫(xiě)上相應(yīng)的形容詞)

教學(xué)設(shè)計(jì)說(shuō)明：雖然學(xué)生學(xué)了不少形容詞，但是形容詞如何用的恰當(dāng)又有何區(qū)別學(xué)生并不清楚，通過(guò)討論和板書(shū)，學(xué)生可以清楚的知道形容詞可以由褒義和貶義之分，有些甚至是中性的。

2. Work on 1a & 1b

Work on 1a. Look at the pictures and match them to the words in the box.

Encourage Ss to give their answers in full sentences, like:

Cakes are delicious. The ring is expensive. The talent show is exciting.

The movie is boring. The food is terrible. The eraser is cheap.

Next, have Ss look at the words in 1a again. Explain that a happy face shows that the word is positive, and a sad face shows that the word is negative. (有了剛才的導(dǎo)入，學(xué)生很快就能理解并順利完成1b)

Check Ss’ answers: Happy face (delicious, exciting, cheap) Sad face (terrible, boring, expensive)

教學(xué)設(shè)計(jì)說(shuō)明：通過(guò)學(xué)生歸類和連線，進(jìn)一步清楚了形容詞的分類及用法。

3. Work on 1c & 1d

T: Lisa is talking about her vacation. Listen and answer the questions in 1c.

Answers:

1. She went to Hong Kong.

2. Yes, she did. She went to a fun park.

3. Yes, she did.

4. Yes, she did.

Listen again. Fill in the blanks

What did Lisa say about …?

Her vacation was great.

The people were friendly.

The fun park was exciting.

The food was delicious.

The stores were very expensive

教學(xué)設(shè)計(jì)說(shuō)明：邊聽(tīng)變記筆記需要精力高度集中，聽(tīng)完能完整地?fù)渥降剿枰男畔⒕瓦_(dá)到了此項(xiàng)活動(dòng)的目的。

4. Work on 1e

T: Now, get into pairs and answer the five questions in 1e according to what you heard just now. Write your answers in your book.

Encourage Ss to put their answers to all five questions into a short paragraph. For e.g.:

Lisa went to Hong Kong on vacation. She went to a fun park, and she thinks the park is exciting. She says the people are friendly there and …

教學(xué)設(shè)計(jì)說(shuō)明：進(jìn)一步鞏固本節(jié)課所學(xué)內(nèi)容，讓學(xué)生通過(guò)自編對(duì)話更深的理解和更好的掌握本節(jié)課內(nèi)容。

課后習(xí)題

Homework

Oral:

Listen , then read the conversation aloud. Change the words used.

Written:

Practice your conversation with a partner, then write it down.

教學(xué)設(shè)計(jì)說(shuō)明：課后充分利用現(xiàn)有資源進(jìn)行學(xué)習(xí)，模仿磁帶是最方便有效的方法。把課堂上沒(méi)來(lái)得及一一展示的對(duì)話寫(xiě)下來(lái)與同學(xué)、老師分享，感受分享的快樂(lè)。

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七年級(jí)下冊(cè)英語(yǔ)課件 篇7

教學(xué)目標(biāo)

Teaching aims (教學(xué)目標(biāo))

1. 學(xué)習(xí)祈使句的否定形式。

2. 學(xué)會(huì)使用祈使句表示規(guī)則。

3. 能夠熟練使用can和can’t表示許可。

4. 能和同學(xué)談?wù)撔Ｒ?guī)。

教學(xué)重難點(diǎn)

Language points (語(yǔ)言點(diǎn))

1. 詞匯：1)名詞n. rule, hallway, hall, fight

2) 動(dòng)詞v. arrive, listen, fight, wear

3) 形容詞 adj. sorry, outside

4) 詞組 be on time, dining hall, listen to…

2. 句型：What are the rules? We can’t …./Don’t …/We have to …

Can we … ? Yes, we can./No, we can’t.

What do you have to do? We have to …

Difficulties (教學(xué)難點(diǎn))

1.祈使句的否定形式。

2. 如何談?wù)撘?guī)則。

教學(xué)過(guò)程

Teaching steps (教學(xué)步驟)

1. Warm-up and revision(課堂熱身和復(fù)習(xí))

(1)Greet the class.

(2) Listen to a song.

T: Do you like this beautiful song?

Can we listen to it in class?

T: Can we listen to music in the classroom?

What can we do in the classroom?

What can’t we do in the classroom?

【教學(xué)設(shè)計(jì)說(shuō)明】通過(guò)聽(tīng)歌曲來(lái)導(dǎo)入本單元的主要話題——規(guī)則。讓學(xué)生自由談?wù)撛诮淌依锟梢宰龅氖虑楹筒豢梢宰龅氖虑椋瑤椭鷮W(xué)生培養(yǎng)秩序感。

2. Presentation (呈現(xiàn)新知識(shí))

(1) Present the new words: classroom, hallway, dining room, fight, arriv e late for class.

Show some pictures of the new words on the screen. Have Ss read these words.

classroom, hallway, dining room, fight, arrive late for class

(2) Flash some pictures quickly on the screen. Have Ss say the words according the pictures as quickly as they can.

(3) Show some pictures of different activities that are happening in the school.

Help Ss understand the school rules.

T: Can you run in the hallways? Don’t run in the hall ways.

T: Can you fight? Don’t fight.

T: Can you listen to music in class? Don’t listen to music in class.

T: Can you eat in the classroom? Don’t eat in the classroom.

You can only eat in the dining hall.

T: Can you arrive late for class? Don’t arrive late for class.

You must be on time.

【教學(xué)設(shè)計(jì)說(shuō)明】圖片教學(xué)法是呈現(xiàn)新知識(shí)最簡(jiǎn)單有效的方法之一，學(xué)生通過(guò)圖片，能更價(jià)值觀的理解新單詞的含義。此環(huán)節(jié)重點(diǎn)在新單詞及詞組的意思和發(fā)音上，所以要盡量讓更多的學(xué)生張口說(shuō)，必要的機(jī)械操練是必不可少的。

3. Drill (練習(xí))

Show the pictures as quickly as possible. Have Ss say the new words. Then use the new words to make conversations.

T: Let’s play a game. Please say the new words as quickly as you can. Then make a conversation like this:

A: What are the rules?

B: Don’t …

【教學(xué)設(shè)計(jì)說(shuō)明】此環(huán)節(jié)為機(jī)械操練，使不同層次學(xué)生初步掌握目標(biāo)語(yǔ)言。機(jī)械操練是英語(yǔ)初始階段教學(xué)必不可缺的部分，學(xué)生要先從模仿到初步掌握，最后才能熟練應(yīng)用。機(jī)械操練時(shí)應(yīng)注意著重提問(wèn)成績(jī)較差的學(xué)生，由于機(jī)械操練比較簡(jiǎn)單，因此是激發(fā)后進(jìn)生興趣，培養(yǎng)后進(jìn)生自信的一個(gè)很好的途徑。

4. Work on 1a (完成1a)

(1) Which rules are these Ss breaking? Write the number of the rule

next to the student.

(2) Talk about the picture with Ss using the target language.

【教學(xué)設(shè)計(jì)說(shuō)明】通過(guò)1a的練習(xí)，使學(xué)生進(jìn)一步學(xué)會(huì)運(yùn)用新單詞。和學(xué)生一起談?wù)搱D片，目的在于引導(dǎo)學(xué)生學(xué)會(huì)使祈使句表示規(guī)則。

5. Work on 1b (完成1b)

(1)Listen. What rules are these Ss breaking? Write the numbers after the names.

(2) Student A is a new student. Student B tells Student A about the rules. Make conversations with your partner.

A: What are the rules?

B: Well, we can’t arrive late for class. We must be on time.

【教學(xué)設(shè)計(jì)說(shuō)明】此環(huán)節(jié)著重是聽(tīng)力訓(xùn)練。讓學(xué)生在聽(tīng)對(duì)話的過(guò)程中抓住關(guān)鍵詞匯，由于前面已做了一些訓(xùn)練，因此學(xué)生聽(tīng)起來(lái)比較容易，讓他們都有一次成功的喜悅和感受，這樣可以增強(qiáng)他們的學(xué)習(xí)自信心。

6. Work on 2a & 2b (完成2a和2b)

(1)T: Please turn to page 20. Look at the activities in 2a and read them aloud.

(2)T: Listen. Check the activities Alan and Cindy talk about.

(3)T: Can you get the answers? Listen again and check your answers.

(4)T: Listen again. Can Alan and Cindy do these activities? Circle can or can’t.

【教學(xué)設(shè)計(jì)說(shuō)明】此環(huán)節(jié)進(jìn)一步鞏固了本堂課所學(xué)的詞匯和句型。通過(guò)反復(fù)聽(tīng)讀，可以讓學(xué)生盡快熟悉生詞。幫助學(xué)生掌握情態(tài)動(dòng)詞can表示許可的用法。

7. Work on 2c (完成2c)

Student A is Alan and Student B is Cindy. Talk about the rules in 2a.

A: Can we listen to music, Cindy?

B: We can’t listen to music in the hallways, but we can listen to it outside.

【教學(xué)設(shè)計(jì)說(shuō)明】此環(huán)節(jié)既能充分練習(xí)學(xué)生的目標(biāo)語(yǔ)言，使學(xué)生學(xué)以致用，同時(shí)也能極大的調(diào)動(dòng)學(xué)生們的課堂參與率.

七年級(jí)下冊(cè)英語(yǔ)課件 篇8

Unit 9 How was your weekend? No. 110 Middle School of Chongqing? By Cao Yi Teaching Goal: 1. General aims: Talk about recent past events 2. Particular aims: ? A. Language Focus. ? Talk about recent past events and think of the past events. B. Language goals How was….? It was … What did …do over the weekend? C. Language structures: (1). How was your weekend? I was great. Pay attention to no form. (2). What did you do over the weekend? I played soccer. We went to the beach. D. Useful words and phrases: ? Words: was, did, went, beach, over, project, test, wasn’t, false, number, geography, spend, week, most, mixture, their, had, little, cook, read, saw, change, everyone, sit, sat, no, anything ? Phrases: did one’s homework, played soccer, cleaned my room, went to the beach, played tennis, went to the movies, on Saturday morning, over the weekend, cook … for, what about, do some reading, have a party, talk show, go shopping E. Grammar language: ? Present simple past tense Regular and irregular verbs F. Learning strategies: ?Tour and holidays G. Interdiscipinary: ? H. Emotion and manner: ? Teaching time: 5 periods Teaching procedures: ? Period One (pp31-32) ? 教學(xué)步驟、時(shí)間 教師活動(dòng) ? 學(xué)生活動(dòng) 媒體應(yīng)用 Step 1 Free talk 3’ Ask some questions like: Who’s on duty today? What’s the weather like? Answer and talk about something. ? ? 讓同學(xué)們回答下列問(wèn)題 1. Do you like weekend? (Let some students answer) It takes them three minutes to talk about the question. 2. Why do you like weekend? (let the students answer) Most of the students like the weekend 此時(shí)教師用漢語(yǔ)問(wèn)： “在周末期間問(wèn)你干了什么？ 這句話用英語(yǔ)這么回答？ Let the students guess. At last the teacher give them right answer 3. What did you do over the weekend？（板書(shū)、學(xué)習(xí)） 4. What did you do over the weekend? (Let sb. answer the question) I-played basketball. 5. 出示三張照片（有各種活動(dòng)） 6. Match the words with the picture ? 7. Let the students listen and write carefully. First listen, then listen and write the words like “morning afternoon” or “night”等 Find some students to answer. The students talk about it in pairs. ? Students think of the sentences. ? ? ? ? ? ? ? Students study and read the sentences First the students read after the teacher, the practice in pairs. 學(xué)生看圖，互相問(wèn)答：What did you do? The students look at the picture on page 29 and do it. Listen and write carefully. ? ? ? 媒體展示問(wèn)題 ? ? ? ? ? ? ? ? ? 多媒體放映圖一、圖二、圖三（關(guān)于周末的.活動(dòng)） Step 3 Practice(5’) Pairwork Role play students A ask and student B answer Then let them do it in pairs A: What did you do over the weekend, Lucy? B: I played tennis. Students do it in pairs. ? Step listen to 2a and 2b (5’) Listen and underline the words you hear, then listen again and write. Listen and underline Listen and write A \ B \ S carefully ? Step 5 Summary (2’) 1. Words and phrases of the class. 2. What did you do over the weekend? I played ―. Look and listen carefully ? Step 6 Test (5’) Selfcheck 1 and 2c Students do it 放映多媒體 Step 7 Consolidation Make a dialogue use “What did ―？”at least five questions. Divide the students into 7 groups. ? ? Step 8 拓展練習(xí)(3’) 1. What did you do over the Weekend? 2. What did you do over the weekday? Students answer did things in different times. 多媒體展示、總結(jié) Step 9 Homework (1’). 1. Practise the dialogue. 2. Grasp the grammar Focus. ? 多媒體放映 ? Period Two (p33) ? 教學(xué)步驟、時(shí)間 教師活動(dòng) 學(xué)生活動(dòng) 媒體應(yīng)用 Step 1 Free talk (2’) Ask a student “Do you like weekend”? Do you like weekday? The students answer and talk. ? ? ? ? ? Step2 Presention (10’) (用班里學(xué)生為例作下列練習(xí)) 1. What did you do over the weekend? 2. First let the students draw a picture of weekend然后讓他們利用實(shí)物投影向我們說(shuō)明 3. 用 “What did you do over the weekend?” 詢問(wèn)幾個(gè)學(xué)生后，這著一個(gè)學(xué)生問(wèn)“你的周末怎么樣？” 4. Let the students change it into English. 板書(shū) “How was your weekend?” Then let the students practice in pairs. 5. Write number (1-3) in the blanks. 1. Draw a picture of weekend 2. Tell the class about your weekend like” I played basketball in the morning. 3. The student answers. (have a try) Guess: How was your weekend? Read and study Then do it in pairs. Ex: How was your weekend? It’s great. I played basketball. Look at the picture in 3a. and write unmbers. 實(shí)物投影 ? ? ? ? ? ? ? ? ? 媒體展示 ? ? ? ? 媒體展示答案 Step 3 Game 6’ Let Ss write 3 things they did over the weekend. One is false, the others are true. 然后把學(xué)生的描述利用實(shí)物投影機(jī)投到大屏幕上。 Write 3 sentences ion their paper. Look at the screen. Let the other Ss guess which one is true/false. 實(shí)物投影 Step 4 Summary 3’ 1. words 2. Grammar: How was your weekend? I was great. / I did … Read and remember 媒體顯示 Step 5 Consolidation 10’ Divide the Ss into several groups. Every group must make up a dialogue. Use “What did you do on the weekend?”/How was your weekend? And so on. Make up a dialogue in groups and act it. ? Step 6 拓展練習(xí)5’ 1. 讓學(xué)生回憶一般過(guò)去時(shí)態(tài)。 2. 對(duì)照一般現(xiàn)在時(shí)和一般過(guò)去時(shí)，找出差異。 3. 總結(jié) “be”動(dòng)詞的變化。 1. 回憶 2. 討論 3. 總結(jié) 媒體顯示 Step 7 Homework Practise the dialogue And answer some questions about the lesson. ? ? ? Period Three (pp34-35) ? 教學(xué)步驟、時(shí)間 ? 教師活動(dòng) ? 學(xué)生活動(dòng) ?媒體應(yīng)用 Step 1 Free talk (2’) 1. Ask the Ss some question. 2. check some questions. Put up hands and answer. ? Step 2 Presention (10’) (問(wèn)班里的學(xué)生) 1. what did you do over the weekend? 2. 昨天你做了什么？↓引出 ? What did you do yesterday? ---A played….(板書(shū)/學(xué)習(xí)) 3. Let the Ss look at the screen. ? There are four pictures on the screen. These things that Sally and Jim did yesterday, then match. 4. Give the right answers. 1b, 2b, 3a, 4c ? 5. look at the 1b, let the Ss draw happy faces or unhappy faces. 6. listen to the taps twice, first listen carefully, then let the Ss to listen carefully and write the right answers. Answer one by one ? ? Translate it into English ? ? ? ? ? ? Look at the screen carefully and match the words with the pictures. ? Listen to the tape carefully. Write the right answers. ? 媒體顯示4幅畫(huà) ? ? ? ? ? ? ? ? ? ? ? ? 媒體顯示 Step 3 Practice(5’) 1. Have a conversation to tell what Sally and Jim do? 2. What did Jim do? ? Jim went to the movies. 3. Let the Ss ask freely 4. Ask: What did the Ss do over the weekend? ex: practice The students practice in pairs ? ? ? Act out in pairs or groups. Answer the teacher’s questions Ask some pairs to the front to act out. ? Step 4 Summary 3’ Phrases: played the guitar. Did my homework. Studied geography. Went to the library. What did Jim do yesterday? Read and remember. ? Step 5 Test 1 見(jiàn)題后組1 D o some exercises. 多媒體展示 Step 6 consolidation Divide the students into several groups And let them make dialogues using these sentences: What did you do yesterday? How was your weekend? What did you do over the weekend? Write the dialogues and practice in groups. ? Step 7 拓展顯示 根據(jù)下列句子： 1. What did you do over the weekend? 2. How was your weekend? 考慮“昨天或周末你去了哪里？”用英語(yǔ)怎樣表達(dá)？ 1. look at some sentences and think it over. 2. 討論/交流 3．總結(jié) 媒體展示 Step 8 Homework Grasp the new words and expression sentences. ?

yJS21.com更多精選幼師資料閱讀

二年級(jí)英語(yǔ)下冊(cè)課件匯編5篇

這篇文章是幼兒教師教育網(wǎng)小編從網(wǎng)絡(luò)上認(rèn)真篩選的優(yōu)質(zhì)“二年級(jí)英語(yǔ)下冊(cè)課件”文章。老師工作中的一部分是寫(xiě)教案課件，當(dāng)然教案課件里的內(nèi)容一定要很完善。教案是教師進(jìn)行教學(xué)設(shè)計(jì)與理論補(bǔ)充的有力工具。請(qǐng)您認(rèn)真閱讀并參考本文！

二年級(jí)英語(yǔ)下冊(cè)課件 篇1

　教學(xué)目標(biāo)：

1、能夠聽(tīng)、說(shuō)、讀、寫(xiě)單詞或短語(yǔ)：hospital，cinema，post office，bookstore；能夠聽(tīng)、說(shuō)、認(rèn)讀短語(yǔ)：science museum.

2、能夠聽(tīng)、說(shuō)、認(rèn)讀句型：Where is the library？It＇s near the post office并進(jìn)行關(guān)鍵詞的替換操練。

3、能夠理解并會(huì)吟唱Let＇s chant的歌謠。

4、能夠聽(tīng)懂并基本會(huì)唱歌曲Where are you going？

教學(xué)重點(diǎn)難點(diǎn)：

重點(diǎn)：掌握Let＇s learn部分的四會(huì)單詞和短語(yǔ)。

難點(diǎn)：正確書(shū)寫(xiě)四會(huì)單詞和掌握三會(huì)單詞museum的發(fā)音。

教學(xué)準(zhǔn)備：本單元Let＇s start部分的教學(xué)掛圖。錄音機(jī)和錄音磁帶

教學(xué)過(guò)程：

一、熱身

日常對(duì)話。

二、新課呈現(xiàn)

Let＇s learn。

（1）教師出示本單元的主情景圖，將hospital，post office，bookstore，cinema，zoo，park，library，school等一一呈現(xiàn)在學(xué)生面前。

（2）拼讀音標(biāo)的練習(xí)。

將這些單詞的音標(biāo)全部展現(xiàn)出來(lái)，給學(xué)生10分鐘的時(shí)間，以小組為單位拼讀音標(biāo)。

（3）成果驗(yàn)收。

請(qǐng)學(xué)生來(lái)拼讀音標(biāo)。

（4）快速認(rèn)讀單詞的比賽。

（5）將所學(xué)的單詞卡片都貼在黑板上面，要求學(xué)生根據(jù)卡片的位置來(lái)描述，這幾個(gè)地方的位置。繼而引出on the left；near；next to；on the right；behind；in front of等表示方向的詞。

Let＇s start/Let＇s chant。

1、教師呈現(xiàn)掛圖，學(xué)生根據(jù)掛圖自學(xué)。

2、聽(tīng)錄音，跟讀。

3、鞏固和延伸

二年級(jí)英語(yǔ)下冊(cè)課件 篇2

分析 本課堂采用北師大先鋒英語(yǔ)二年級(jí)下期的教材，教材內(nèi)容豐富，但對(duì)于二年級(jí)學(xué)生來(lái)說(shuō)，還缺乏動(dòng)感及語(yǔ)音，語(yǔ)調(diào)的刺激，為了讓課堂更生動(dòng)，更有趣，更利于學(xué)生理解英語(yǔ)，模仿英語(yǔ)，我利用多媒體課件、卡通、圖片等遠(yuǎn)程教育資源輔助英語(yǔ)教學(xué)，拓展學(xué)生視野，豐富學(xué)生的語(yǔ)音、語(yǔ)調(diào)。

教學(xué)設(shè)計(jì)理念 興趣是推動(dòng)學(xué)生學(xué)習(xí)的強(qiáng)大動(dòng)力。多媒體輔助教學(xué)采用了圖形、文本、圖像、聲音、動(dòng)畫(huà)等刺激學(xué)生的多種感官，使學(xué)生大腦處于興奮狀態(tài)，對(duì)于老師提出的問(wèn)題有強(qiáng)烈的展現(xiàn)自已的愿望，積極互動(dòng)，記憶更深。小學(xué)英語(yǔ)教學(xué)所使用的教材和輔助材料必須在視覺(jué)、聽(tīng)覺(jué)和動(dòng)覺(jué)上適當(dāng)平衡，從而使具備不同優(yōu)點(diǎn)的孩子都有展示其所長(zhǎng)的機(jī)會(huì)，因此在課堂上，設(shè)計(jì)有聽(tīng)、說(shuō)、賞、演、賽、唱、自已操作等多種層次的活動(dòng)。

學(xué)生情況分析 低年級(jí)的.孩子們已初步了解顏色的種類，并能認(rèn)讀簡(jiǎn)單的顏色，但對(duì)于顏色在生活中的廣泛應(yīng)用缺乏知識(shí)面的拓展，需要教師通過(guò)多種渠道將各種精美的畫(huà)面呈現(xiàn)給孩子們，幫助他們理解、掌握新的單詞、句型，并能模仿動(dòng)畫(huà)片運(yùn)用所學(xué)知識(shí)。這一階段的孩子們?nèi)蕴幵谥庇^思維階段，他們是這堂課的教學(xué)主體，特點(diǎn)是活潑、好動(dòng)、對(duì)任何事件有意注意時(shí)間短，但是他們對(duì)于卡通的畫(huà)面，精美的實(shí)物，有趣的英語(yǔ)對(duì)話，卻充滿著濃厚的興趣，所以在課堂上能積極主動(dòng)表現(xiàn)自己。

內(nèi)容 Colors:green/yellow/blue/…

What color is it? It’s red/yellow/blue/…

認(rèn)知目標(biāo)：

Beable to understand and say the colors correctly.

Get the children to understand new structure as following:

What color is it ?it’s …/ It’s red and green…

能力目標(biāo)：

Get the students to grasp the sentences from the cartoons and pictures.

Let the children use these structures in our life.

情意目標(biāo)：

Let the children love animals and nature.

文化目標(biāo)：

Be able to understand the colors used in the flag, rainbow and lights.

教學(xué)重難點(diǎn) ：

Use the computer to help the children grasp the meaning of the sentences: what color is it? It’s …

教學(xué)資源選用 課件，IP資源、句型卡片、 sticker 、水彩筆、動(dòng)物頭飾

二年級(jí)英語(yǔ)下冊(cè)課件 篇3

twentieth(20th)/'twent??θ/第二十(的)

twenty-first(21st)/?twenti: f?:st/第二十一(的)

twenty-third(23rd)/?twent?'θ?:d/第二十三(的)

1、詢問(wèn)別人具體日期的句型及回答。

例：?jiǎn)枺篧hen is Children’s Day?

句型結(jié)構(gòu)：

問(wèn)：When is +某人的+birthday?

例：?jiǎn)枺篧hen is your grandma’s birthday?

答：Her birthday is on June 16th.

在英語(yǔ)中，“幾月幾日”可以先說(shuō)“月”，再說(shuō)“日”，其中“日”要用序數(shù)詞。

如果要表示某年某月某日，通常按照“月、日、年”的順序。

June 1st,

讀法是：June first, two thousand and fourteen

一，二，三。特殊記。

八去t，九去e，ve要用f替。

整十基數(shù)變序數(shù)，ty變成tie。

th最后加上去!

Unit Four When is Easter?

第四單元 復(fù)活節(jié)是什么時(shí)候?

When is Mother's Day?

母親節(jié)是哪天?

It's on the second Sunday in May.

它在五月份的第二個(gè)星期日。

Happy birthday, Mum!

媽媽，生日快樂(lè)!

Thank you.

謝謝。

When is Mid-Autumn Day this year?

今年的中秋節(jié)是什么時(shí)候?

September 27th.

是9月27日。

What do you usually do on Mid-Autumn Day?

你們?cè)谥星锕?jié)通常做什么?

We eat mooncakes. My family will also eat a birthday cake.

我們吃月餅。我的家人還吃生日蛋糕。

A birthday cake for Mid-Autumn Day?!

中秋節(jié)吃生日蛋糕?!

My cousin's birthday is on Mid-Autumn Day this year!

我堂弟今年的生日在中秋節(jié)!

Cool!

There are some special days in April.

在四月份有一些特別的日子。

What are they?

是什么?

April Fool's Day and Easter.

愚人節(jié)和復(fù)活節(jié)。

When is April Fool's Day?

愚人節(jié)是哪天?

It's on April 1st.

它在4月1日。

And Easter?

復(fù)活節(jié)呢?

It's on April 5th this year.

在今年的4月5日。

Wow! I love April!

When is your birthday?

你的生日是哪天?

My birthday is on April 4th.

我的生日是4月4日。

That's my mother's birthday, too!

那也是我媽媽的生日!

Cool! What will you do for your mum?

真酷!你將為你媽媽做什么?

I'll cook noodles for her.

我要為她做長(zhǎng)壽面。

Chinese noodles are delicious!

中國(guó)的面條很美味!

Please come then. We can have a birthday party for both of you!

請(qǐng)那時(shí)候過(guò)來(lái)。我們可以為你們兩個(gè)舉辦生日派對(duì)!

The singing test will be on May 4th.

歌唱比賽是5月4日。

I can't sing well.

我唱得不好。

Don't worry. Practice makes perfect.

不要擔(dān)心。熟能生巧。多練習(xí)就好了。

Will you come to the party? Today is Rabbit's birthday.

你來(lái)參加派對(duì)嗎?今天是兔子的生日。

Sorry, I can't. I want to practise my song.

抱歉，我去不了。我想練習(xí)唱歌。

Will you play football with me after lunch?

你午飯后要和我一起踢足球嗎?

Sorry, I can't. I want to practise the song.

抱歉，我踢不了。我想練習(xí)唱歌。

Let's watch TV together. The show is very funny!

我們一起看電視吧。表演很有趣!

Sorry. I need more practice.

抱歉，我需要多多練習(xí)。

Good job, Zoom.

祖姆，唱得好。

Thank you, Miss Bird.

鳥(niǎo)小姐，謝謝。

I'll go swimming tonight. Will you go?

我今晚要去游泳，你去嗎?

Of course!

一、找出不同類的單詞。

( ) 1.ok B. make C. delicious

( ) 4.A. Monday B. November C. December

三、選擇最佳答案填空。

( ) 1. --_______ is the sports meet?

--It’s in June.

( ) 2. My birthday is ______ December 30th.

( ) 3. August is the ______ month of a year.

( ) 4. Mother’s Day is on the _______Sunday in May.

( ) 5. _______ is on January 1st.

( ) 6. Chen Jie will _____noodles _____ her mum.

( ) 7. There are some special days _____ April.

( ) 8. There are _____ cows on the farm.

( ) 9. When is the ______ contest?

( ) 10. Today is _______ birthday.

A. Great.

B. It’s April 1st.

C. It’s on November 6th.

D. Thank you.

E. I usually eat a birthday cake with my friends.

( ) 1.When is your father’s birthday?

( ) 2.Happy birthday, Mum!

( ) 3.Let’s cook noodles together!

( ) 4. What do you often do on your birthday?

( ) 5. When is April Fool’s Day?

二、1.third 2.fourth 3.eighth 4.ninth 5.twentieth

三、1.B 2.A 3.C 4.B 5.C 6.B 7.A 8.B 9.A 10.B

二年級(jí)英語(yǔ)下冊(cè)課件 篇4

Unit2

【教學(xué)目標(biāo)】

(一)知識(shí)與能力

1. 能靈活運(yùn)用句型：Where is the …，please? 進(jìn)行交流對(duì)話。

2. 能靈活談?wù)摲轿弧?/p>

(二)情感與態(tài)度

挖掘課堂中的“興奮點(diǎn)”培養(yǎng)學(xué)生運(yùn)用英語(yǔ)表達(dá)自己的情感，積極參加課堂交流活動(dòng)，激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的興趣。

【教學(xué)重點(diǎn)】

運(yùn)用Where is the …, please?禮貌地問(wèn)路和指路。

【教學(xué)難點(diǎn)】

1. 準(zhǔn)確區(qū)分并靈活使用方位詞。

2.對(duì)本課所學(xué)的句型進(jìn)行拓展運(yùn)用。

【教學(xué)意圖】

1.增加已學(xué)知識(shí)的復(fù)現(xiàn)率，培養(yǎng)學(xué)生對(duì)重點(diǎn)詞匯和句子的認(rèn)讀能力。

2.通過(guò)小組學(xué)習(xí)，培養(yǎng)學(xué)生與他人合作的意識(shí)。

3.通過(guò)多種形式的活動(dòng)激發(fā)學(xué)生的學(xué)習(xí)興趣。

【教具準(zhǔn)備】

1. 教材相配套的教學(xué)錄音帶

2. 五張寫(xiě)有地名的大卡片

3. 作為給學(xué)生獎(jiǎng)勵(lì)的小太陽(yáng)，小星星等。

【教學(xué)過(guò)程】

Step 1.Warming-up

1. Free Talk

教師走到學(xué)生中間，和學(xué)生用英語(yǔ)談?wù)撋瞎?jié)課所學(xué)內(nèi)容，并自由延伸。

(設(shè)計(jì)說(shuō)明：Free Talk是學(xué)生喜愛(ài)的一項(xiàng)活動(dòng)，只有通過(guò)師生、生生間大量的語(yǔ)言交流，才能培養(yǎng)學(xué)生用英語(yǔ)交際的能力。課堂上的Free Talk是培養(yǎng)學(xué)生聽(tīng)說(shuō)能力的有效方式。)

2. 老師準(zhǔn)備五張卡片，上面寫(xiě)上一些名程，如下圖：

老師請(qǐng)五個(gè)同學(xué)到臺(tái)前來(lái)，分給每個(gè)人一張卡片，讓學(xué)生把卡片高舉，以便讓其他同學(xué)也能看得到，然后教師告訴學(xué)生準(zhǔn)備到達(dá)的目的地，學(xué)生就需要根據(jù)老師說(shuō)的，講出從自己的卡片所指的站到目的地的正確路線。如：

T: The zoo is next to the park.

S:(student with the “zoo”card moves next to the student with the “park”card.)

T: The station is in front of the zoo.

S:(student with the “station”card moves in front of the student with the “zoo”card.)

(設(shè)計(jì)說(shuō)明：熱身階段采用全身反應(yīng)法，不僅營(yíng)造了英語(yǔ)學(xué)習(xí)的氛圍，讓學(xué)生快速進(jìn)入英語(yǔ)學(xué)習(xí)的狀態(tài)，而且為學(xué)習(xí)新授知識(shí)做了鋪墊。)

Step 2　1. 教師和學(xué)生一起熱身之后，教師給學(xué)生看下圖，請(qǐng)學(xué)生大膽猜一猜圖中的男孩、女孩和服務(wù)員在說(shuō)些什么，如果學(xué)生猜不出來(lái)，教師就帶學(xué)生一起走進(jìn)課文，看看他們到底說(shuō)了些什么呢?

(設(shè)計(jì)說(shuō)明：用講故事的方式，把學(xué)生引入課堂氛圍，形式新穎，高效)

2.教師放錄音，讓學(xué)生認(rèn)真看圖聽(tīng)錄音，聽(tīng)男孩、女孩和服務(wù)員之間的對(duì)話。教師播放第二次錄音，學(xué)生邊聽(tīng)錄音邊看書(shū)，同時(shí)用筆勾畫(huà)出課文中的生詞和詞組，根據(jù)上下文猜猜每個(gè)生詞和詞組的意思。

(設(shè)計(jì)說(shuō)明：放錄音，給學(xué)生創(chuàng)設(shè)真實(shí)的語(yǔ)境，讓學(xué)生從中接受語(yǔ)言信息，激發(fā)學(xué)生學(xué)習(xí)的興趣，吸引學(xué)生的注意力，培養(yǎng)他們良好的學(xué)習(xí)習(xí)慣。)

3.老師把學(xué)生勾畫(huà)出的生詞生字，總結(jié)一下寫(xiě)在黑板上，和學(xué)生一起先猜猜生字詞的意思，然后給學(xué)生進(jìn)行解釋，注意糾正學(xué)生的發(fā)音。

(設(shè)計(jì)說(shuō)明：老師根據(jù)學(xué)生的實(shí)際認(rèn)知情況，有針對(duì)性的進(jìn)行教學(xué)，不僅大大提高了課堂效率節(jié)約了時(shí)間，而且不易使學(xué)生感覺(jué)“煩”，產(chǎn)生厭學(xué)情緒。)

Step 3 Practice

1.比比看誰(shuí)的反應(yīng)快且準(zhǔn)。

老師和學(xué)生配合，示范做出下列動(dòng)作：

over there(point into distance)

straight on(point straight ahead)

in front of(point directly in front )

next to (point by side )

on the left (point left)

on the right (point right)

接下來(lái)，老師說(shuō)出一些方向，讓學(xué)生根據(jù)剛剛演示的，用動(dòng)作表現(xiàn)出來(lái)，如果動(dòng)作太慢或者動(dòng)作做錯(cuò)了，就被淘汰，比比看誰(shuí)的反應(yīng)速度快而且動(dòng)作準(zhǔn)。如：

T: in front of

S: point directly in front

(設(shè)計(jì)說(shuō)明：讓學(xué)生在輕松愉快的練習(xí)中學(xué)習(xí)方位詞，同時(shí)，培養(yǎng)學(xué)生的競(jìng)爭(zhēng)意識(shí)，鼓勵(lì)學(xué)生學(xué)習(xí)英語(yǔ)的興趣和信心，積極參與語(yǔ)言實(shí)踐活動(dòng)。)

Step 4: Learn to say the text.

老師再次播放課本40頁(yè)的錄音，每句話后停頓，請(qǐng)學(xué)生模仿跟讀，要及時(shí)注意糾正學(xué)生的語(yǔ)音語(yǔ)調(diào)。在學(xué)生跟讀期間，教師要把本單元的新單詞著重給學(xué)生講解，注意學(xué)生的發(fā)音，及時(shí)矯正。

(設(shè)計(jì)說(shuō)明：此部分可以采用小組開(kāi)火車、男生女生比音高等多種方式來(lái)練習(xí)，這樣可以調(diào)動(dòng)學(xué)生的學(xué)習(xí)熱情，調(diào)節(jié)課堂氣氛。

Step 5 ：Activity

1. 老師讓全班表演對(duì)話，男、女生與老師分別扮演男孩、女孩和服務(wù)員，也可以請(qǐng)三個(gè)同學(xué)一組表演對(duì)話，最后請(qǐng)幾組同學(xué)到臺(tái)前來(lái)表演展示，下面的同學(xué)當(dāng)評(píng)委，給 在臺(tái)上表演節(jié)目的同學(xué)打分，看看哪個(gè)小組的同學(xué)表情動(dòng)作自然豐富，演技佳，語(yǔ)音連貫，語(yǔ)調(diào)準(zhǔn)確，那么這個(gè)小組的同學(xué)就是今天的“表演之星”，老師給予這組 同學(xué)以物質(zhì)獎(jiǎng)勵(lì)，同時(shí)，也要給其他參加表演的同學(xué)適當(dāng)?shù)木窈臀镔|(zhì)獎(jiǎng)勵(lì)。

(設(shè)計(jì)說(shuō)明：教師創(chuàng)造情景給學(xué)生參與的機(jī)會(huì)，培養(yǎng)學(xué)生主動(dòng)參與以及小組合作的意識(shí)。同時(shí)給予學(xué)生適度的獎(jiǎng)勵(lì)，這樣可以大大激勵(lì)學(xué)生的學(xué)習(xí)積極性，體現(xiàn)賞識(shí)教育的價(jià)值。)

2. 老師鼓勵(lì)學(xué)生用課本第二部分的句型，同桌兩個(gè)人一組進(jìn)行替換練習(xí)，如：

S1: Excuse me. Where is the school，please?

S2: Go straight on .Turn left. It’s on the left.

S1: Thank you very much!

S2: You are welcome.

(設(shè)計(jì)說(shuō)明：反復(fù)練習(xí)本單元的重點(diǎn)句型，加深學(xué)生對(duì)所學(xué)內(nèi)容的印象。)

Step 6 ：Learn to say the chant

1.老師播放課本41頁(yè)的“CHANT”部分，讓學(xué)生聽(tīng)韻句，老師和學(xué)生一起跟著旋律跟唱，可以輔以夸張的語(yǔ)氣和生動(dòng)的肢體語(yǔ)言。

(設(shè)計(jì)說(shuō)明：教師鼓勵(lì)學(xué)生邊唱邊表演，對(duì)表現(xiàn)很棒的同學(xué)，老師可以讓他當(dāng)小老師帶領(lǐng)全班同學(xué)說(shuō)唱，這種設(shè)計(jì)不僅可以激發(fā)同學(xué)們的學(xué)習(xí)積極性，同時(shí)培養(yǎng)學(xué)生主動(dòng)參與和遵守交通規(guī)則的意識(shí)。)

2.老師把全班學(xué)生分成兩組，一組同學(xué)代表單詞“l(fā)eft”,一組代表單詞“right”,老師再放錄音，告訴學(xué)生當(dāng)聽(tīng)到他們所代表的單詞時(shí)就站起來(lái)，當(dāng)播放的句子沒(méi)有同學(xué)們所代表的單詞時(shí),全班同學(xué)都站起來(lái),然后坐下。如:

Tape: look left.

Left group:(stands up)

Tape: look right.

Right group:(stands up)

Tape: A car is coming, so start again.

Ss：(all stand up then sit down.)

(設(shè)計(jì)說(shuō)明: 通過(guò)此練習(xí)，培養(yǎng)學(xué)生對(duì)本單元知識(shí)的快速反應(yīng)能力。)

Step 7 ：Homework

1. 和小組同學(xué)復(fù)述并表演本單元的對(duì)話。

2. 回家把今天學(xué)到的“chant”說(shuō)給爸爸媽媽聽(tīng)，還可以當(dāng)小老師交給你們的爸爸媽媽;當(dāng)你和家人出行時(shí)你可以嘗試用你學(xué)過(guò)的英語(yǔ)給大家指路哦!他們一定會(huì)為你的進(jìn)步感到高興的。

(設(shè)計(jì)說(shuō)明：在強(qiáng)調(diào)培養(yǎng)學(xué)生語(yǔ)言運(yùn)用能力的同時(shí)，培養(yǎng)學(xué)生的自主學(xué)習(xí)能力和創(chuàng)造性思維能力。)

附：Bb design(板書(shū)設(shè)計(jì))

Where is the toilet, please?

It’s…

頻道小編推薦： |

二年級(jí)英語(yǔ)下冊(cè)課件 篇5

一、Choose the words and finish the paragraph （選擇合適的詞填空）

( have, with, went, was, had, bought, to, for, were, are, ate, go, visited, the, am ) I________ to Beijing last summer holiday. On ______first day, I _______ the Great Wall. There _______ many people there. On the 2nd, I ______Beijing Duck in the restaurant. On the 3rd, I visited my aunt, we _______ dinner together. Then I went shopping _______her. She _______a skirt ______me. I ______ busy on my holiday.

二、Read and choose the answers （閱讀短文）

My grandpa and grandma live in America. Last winter holiday, they came to Guangzhou to visit us. First, they flew to Guangzhou. We were all happy. They visited the Luming Lake, the zoo, the University City and climbed Bai第一文庫(kù)網(wǎng)yun Mountain. They also took many pictures, ate good food and bought presents. They felt very excited because they didn’t come back to Guangzhou for several years. On the 10th day, they left Guangzhou and went back to America.

( ) 1. We live with my grandparents in Guangzhou.

( ) 2. My grandparents came back to Guangzhou last winter holiday.

( ) 3. My grandparents came to Guangzhou by plane.

( ) 4. My grandpa and grandma like Guangzhou. They felt happy.

( ) 5. My grandpa and grandma stayed in Guangzhou for a week.

My uncle, aunt and cousin live in Canada. Last summer holiday, they came to Dongguan to visit us. First, they flew from Canada to Guangzhou, then they took the bus to Dongguan. We were all very happy. They visited the Songshan Lake, the Center Square and climbed Huangqi Mountain. They also went swimming, took pictures, ate good food and bought presents. They felt very excited because they didn’t come back to Dongguan for ten years. On the 5th day, they left Dongguan and went back to Canada.

( )1. My uncle and his family live in Guangzhou.

( )2. We saw my uncle’s family last summer.

( )3. They came to Guangzhou by plane and came to Dongguan by bus.

( )4. They didn’t feel happy, because they didn’t like Dongguan.

( )5. They stayed in Dongguan for a week.

七年級(jí)下冊(cè)英語(yǔ)課件(收藏13篇)

老師在開(kāi)學(xué)前需要把教案課件準(zhǔn)備好，每個(gè)人都要計(jì)劃自己的教案課件了。教案是課堂教學(xué)的框架，優(yōu)秀的課件教案怎么寫(xiě)？下面幼兒教師教育網(wǎng)編輯為大家推薦的是“七年級(jí)下冊(cè)英語(yǔ)課件”，愿本文為您提供有用的參考！

七年級(jí)下冊(cè)英語(yǔ)課件(篇1)

一、本單元的教學(xué)內(nèi)容為：

1、學(xué)習(xí)Aa--Hh 8個(gè)字母。、學(xué)習(xí)hi、hello、good、morning、afternoon、evening、fine、OK、thanks等詞匯。、學(xué)習(xí)不同時(shí)間見(jiàn)面時(shí)的問(wèn)候語(yǔ)及其回答。

二、教學(xué)目標(biāo)

A、語(yǔ)言知識(shí)目標(biāo)：

1、詞匯：字母 Aa---Hh

八個(gè)人名 Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen2、句型： Good morning.Good afternoon.Good evening.--How are you?--I’m fine, thanks./ I’m OK.B、語(yǔ)言技能目標(biāo)：

通過(guò)游戲等多種形式的學(xué)習(xí)活動(dòng)，培養(yǎng)學(xué)生對(duì)初學(xué)知識(shí)的聽(tīng)、說(shuō)、讀、寫(xiě)能力和靈活運(yùn)用初學(xué)的日常交際用語(yǔ)的能力。

C、情感目標(biāo)：

1.激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的興趣，發(fā)揮學(xué)生學(xué)習(xí)英語(yǔ)的積極性和主動(dòng)性。

2．通過(guò)小組活動(dòng)，培養(yǎng)學(xué)生的合作意識(shí)和團(tuán)隊(duì)精神。

3．在活動(dòng)中培養(yǎng)學(xué)生的思維能力和創(chuàng)新能力。

D、教學(xué)策略：

1、以趣激學(xué)：以游戲和猜謎的方式激發(fā)學(xué)生參與熱情。

2、以放促學(xué)：開(kāi)放處理教材，利用學(xué)生自主搜集信息，實(shí)現(xiàn)知識(shí)的整合。

3、以任務(wù)導(dǎo)學(xué)：以話題為綱，以任務(wù)為主線，以合作交際為方式，培養(yǎng)學(xué)生用英語(yǔ)交流信息，獲取信息和處理信息的能力。

七年級(jí)下冊(cè)英語(yǔ)課件(篇2)

Unit 3 How do you get to school? 單元大歸納

短語(yǔ)歸納

1.get to school 到達(dá)學(xué)校

2.take the subway乘地鐵

3.ride a bike 騎自行車

4.how far 多遠(yuǎn)

5.from home to school 從家到學(xué)校

6.every day 每天

7.ride the bus 乘公共汽車

8.by bike 騎自行車

用法集萃

1.take… to …= go to … by… 乘…去…

2.How do / does …get to …? …是怎樣到…的？

3.How far is it from … to …?從…到…有多遠(yuǎn)？

4.It takes sb.some time to do sth.做某事花費(fèi)某人多長(zhǎng)時(shí)間。

5.How long does it take …?… 花費(fèi)多長(zhǎng)時(shí)間？

6.It is + adj.+ to do sth.做某事是….7.Thanks for + n./ v.ing感謝你（做）某事。

典句必背

1.– How do you get to school?-I ride my bike.2.How far is it from your home to school?

3.How long does it take you to get to school?

4.For many students, it is easy to get to school.5.There is a very big river between their school and the village.話題寫(xiě)作

主題：上學(xué)的交通方式

寫(xiě)作思路：開(kāi)篇點(diǎn)題：點(diǎn)出自己的出行方式；具體內(nèi)容：自己選擇這種交通方式的原因；結(jié)束語(yǔ): 表明自己的觀點(diǎn)。

經(jīng)典范文:

The Best Way for Me to Go to School

Different students go to school in different ways in our school, but I llike to go to school on foot.First, I live near the school, so my home is not far from my school.And it takes me a few minutes to get there.Second, there is a crossing on my way to school, and sometimes the traffic is very busy.I think it is safer to go to school on foot.Third, I think walking is good for my health.It’s a kind of sport and it makes me study better.So in my opinion, the best way to go to school is on foot.What about you? 9.bus stop 公共汽車站 10.think of 認(rèn)為 11.between … and … 在…和…之間 12.one 11-year-old boy 一個(gè)11歲的男孩 13.play with … 和…玩 e true 實(shí)現(xiàn) 15.have to 不得不

七年級(jí)下冊(cè)英語(yǔ)課件(篇3)

一.基本信息教材分析

七年級(jí)英語(yǔ)unit1 sectionA,這部分首先通過(guò)圖文將學(xué)生帶人“上新學(xué)校，結(jié)交新朋友”的情境中，并逐漸在該語(yǔ)境中輸入“與人打招呼”，“自我介紹”及“介紹他人”的核心句型和重點(diǎn)詞匯。1a-1c通過(guò)圖文及聽(tīng)力練習(xí)創(chuàng)設(shè)語(yǔ)境，引入單元話題，是整個(gè)sectionA的基礎(chǔ)，重點(diǎn)是學(xué)習(xí)打招呼與自我介紹的基本詞匯和基本目標(biāo)語(yǔ)言結(jié)構(gòu)，如：What’s your name?My name’s...I’m...Nice to meet you.Nice to meet you ,too!等。2a—2c在此基礎(chǔ)上給出了更為豐富的語(yǔ)言運(yùn)用環(huán)境，以聽(tīng)力的形式鞏固單元重點(diǎn)句型，包括詢問(wèn)和回答第三方的姓名，如：What’s his name?His name is...2d的角色扮演活動(dòng)綜合呈現(xiàn)了前面的內(nèi)容：見(jiàn)面問(wèn)候，自我介紹并詢問(wèn)第三方的姓名等。該活動(dòng)要求學(xué)生能模仿并分角色表演對(duì)話，對(duì)學(xué)生提出了更高的語(yǔ)言綜合運(yùn)用能力的要求。

二.教學(xué)目標(biāo)

1、知識(shí)目標(biāo)：

幫助學(xué)生掌握三會(huì)、四會(huì)單詞，如：name,nice,to,meet,too,your,his,her,yes,no等;同時(shí)讓學(xué)生掌握自我介紹，詢問(wèn)對(duì)方及第三方的姓名，初次見(jiàn)面打招呼的交際用語(yǔ)。2.能力目標(biāo)：

對(duì)學(xué)生進(jìn)行形容詞性物主代詞的啟蒙；同時(shí)讓學(xué)生懂得利用信息提示填寫(xiě)表格，或者利用信息介紹一個(gè)人。3.情感目標(biāo)：

通過(guò)向同學(xué)朋友咨詢了解個(gè)人信息，學(xué)會(huì)與同學(xué)和睦共處、互相關(guān)心、得體交流，懂得待人以善以誠(chéng)的道理。

三.教學(xué)重點(diǎn)與難點(diǎn)

教學(xué)重點(diǎn)，難點(diǎn):

本部分教學(xué)重點(diǎn)難點(diǎn)是讓學(xué)生學(xué)會(huì)自我介紹，詢問(wèn)對(duì)方和第三方姓名，掌握與初次見(jiàn)面的朋友打招呼，詢問(wèn)基本信息等交際功能。

四.教學(xué)過(guò)程

在課堂的整體設(shè)計(jì)上我主要遵循整體教學(xué)的思路，運(yùn)用情景教學(xué)法和交際法，分以下五個(gè)主要步驟進(jìn)行，即：復(fù)習(xí)、新授、鞏固、活動(dòng)練習(xí)和作業(yè)。

第一步：復(fù)習(xí)

1、在一個(gè)包里放橡皮、尺子、鋼筆、鉛筆、書(shū)等，找一名學(xué)生到講臺(tái)前，從包里隨意抽取一樣?xùn)|西，向同學(xué)提問(wèn)：“What’s this/that in English? ”“ How do you spell it?””What color is it?”讓同學(xué)輪流回答

2、雙人活動(dòng)。復(fù)習(xí)句型： Is this/that a/an …?每個(gè)同學(xué)拿幾樣?xùn)|西相互提問(wèn):s1: Is this an apple?s2: Yes, it is./No, it isn’t.It’s a/an …

第二步：新授1.1a

這個(gè)活動(dòng)是以詞匯教學(xué)為主要內(nèi)容，其目的是了解學(xué)生的英語(yǔ)基礎(chǔ)，同時(shí)也是教學(xué)新知識(shí)前的熱身，還可以是對(duì)預(yù)備篇教學(xué)內(nèi)容的復(fù)習(xí)。

1b 以聽(tīng)力的形式鞏固學(xué)生對(duì)打招呼及自我介紹的核心句型的認(rèn)知。

1，讓學(xué)生聽(tīng)第一遍錄音，整體感知三組對(duì)話的語(yǔ)境，完成1b的任務(wù)。教師檢查學(xué)生完成情況，通過(guò)追問(wèn)，讓學(xué)生說(shuō)出判斷依據(jù)，引導(dǎo)學(xué)生明白抓關(guān)鍵詞（名字）完成聽(tīng)力任務(wù)的學(xué)習(xí)策略。

讓學(xué)生再聽(tīng)一遍，同時(shí)關(guān)注對(duì)話中的兩人是如何打招呼及詢問(wèn)和介紹名字的，讓學(xué)生找出相關(guān)的句子：I’m...My name’s...讓學(xué)生聽(tīng)錄音并模仿對(duì)話。

第三步：鞏固

1c.學(xué)生兩人一組表演

A:Hello!I’m...What’s your name?

B:My name is...A:Nice to meet you.B:Nice to meet you,too!

第四步：聽(tīng)力練習(xí)完成2a,2b

1，引導(dǎo)學(xué)生看圖，了解對(duì)話發(fā)生的場(chǎng)景。

2，播放第一遍錄音。讓學(xué)生連續(xù)聽(tīng)四組對(duì)話，整體感知聽(tīng)力內(nèi)容。

3，再放一遍，聽(tīng)錄音前提醒學(xué)生注意名字，并抓住對(duì)話發(fā)生場(chǎng)景。完成2a。

4，核對(duì)答案，并讓學(xué)生說(shuō)出判斷依據(jù)。

5，再聽(tīng)一遍，完成2b。在聽(tīng)之前，教師根據(jù)學(xué)生的實(shí)際情況在名字語(yǔ)言上給予必要的指導(dǎo)和幫助。

第五步：考考學(xué)生的記憶力

就聽(tīng)力內(nèi)容問(wèn)學(xué)生一些問(wèn)題，看看誰(shuí)記得多。比如：

What are the two boys’ names?Are they Eric and Mike?第五步 鞏固

活動(dòng)2c這個(gè)活動(dòng)是聽(tīng)力的延伸，要求學(xué)生以獲取的聽(tīng)力信息為基礎(chǔ)，通過(guò)對(duì)話熟悉，運(yùn)用有關(guān)問(wèn)候，自我介紹及介紹他人的目標(biāo)語(yǔ)言結(jié)構(gòu)。依據(jù)2c的內(nèi)容，教師先與一名學(xué)生進(jìn)行互動(dòng)，為全班做出示范。然后學(xué)生兩人一組練習(xí)對(duì)話。

五.學(xué)生學(xué)習(xí)活動(dòng)評(píng)價(jià)設(shè)計(jì)

本課課堂教學(xué)中主要用的是形成性評(píng)價(jià)，其主要目的不是為了選拔少數(shù)優(yōu)秀學(xué)生，而是為了發(fā)現(xiàn)每個(gè)學(xué)生的學(xué)習(xí)潛能，促進(jìn)學(xué)生的學(xué)習(xí)，并為教師提供教學(xué)反饋，主要有三種形式，即學(xué)生自評(píng)、學(xué)生互評(píng)、教師評(píng)價(jià)。本課設(shè)計(jì)本著講練結(jié)合的要求，把教學(xué)內(nèi)容目標(biāo)化，課堂教學(xué)交際化，而且在設(shè)計(jì)時(shí)充分考慮學(xué)生的現(xiàn)狀，保證所有學(xué)生能夠積極參與教學(xué)，多數(shù)學(xué)生能流利地表達(dá)自己的思想，并通過(guò)課下的反饋了解學(xué)生對(duì)本課的掌握情況；能重視知識(shí)傳授與能力培養(yǎng)相結(jié)合，思維訓(xùn)練與操作訓(xùn)練相結(jié)合，循序漸進(jìn)、因材施教，符合“以教師為主導(dǎo)，以學(xué)生為主體，以會(huì)學(xué)為主旨，以訓(xùn)練為主線”的四主要求。

六.教學(xué)反思

備課過(guò)程中我根據(jù)教材需要，設(shè)計(jì)采取多種教學(xué)法交互使用，精講巧練，由淺入深，由易到難，由已知到未知，循序漸進(jìn)地深化教學(xué)內(nèi)容。展開(kāi)以教師為主導(dǎo)，以學(xué)生為主體的師生雙邊活動(dòng)。主要以直觀教學(xué)、交際性教學(xué)和任務(wù)型教學(xué)等，貫穿整個(gè)教學(xué)過(guò)程。增加了直觀性和趣味性，加大了課堂密度，激發(fā)學(xué)生興趣，活躍課堂氣氛，提高了教學(xué)效果。

七.啟發(fā)：

教學(xué)方法和學(xué)法的采用與改進(jìn)：

1．讓學(xué)生養(yǎng)成聽(tīng)的習(xí)慣。學(xué)生要經(jīng)常聽(tīng)錄音，聽(tīng)教師講英語(yǔ)，聽(tīng)同學(xué)們講英語(yǔ)，這對(duì)學(xué)好英語(yǔ)大有好處。

2．促進(jìn)學(xué)生科學(xué)儲(chǔ)備大量知識(shí)。學(xué)生不掌握豐富的知識(shí)就不可能進(jìn)行很好的語(yǔ)言交流。所以學(xué)生必須了解語(yǔ)言規(guī)律，掌握豐富的詞匯，熟知語(yǔ)法規(guī)則，會(huì)熟練表達(dá)由各個(gè)話題而展開(kāi)的交際內(nèi)容。要學(xué)會(huì)在實(shí)踐中學(xué)，在應(yīng)用中學(xué)，這樣學(xué)來(lái)的知識(shí)記憶深刻、靈活度大。

3．引導(dǎo)學(xué)生及時(shí)鞏固，反復(fù)記憶。凡教師在課堂上所講到的語(yǔ)言難點(diǎn)，學(xué)生應(yīng)及時(shí)整理，再次認(rèn)識(shí)并積極使用。

4．鼓勵(lì)學(xué)生積極操練，重在口頭。在課堂上，學(xué)生要積極參與教師設(shè)計(jì)的每個(gè)教學(xué)活動(dòng)，要大膽開(kāi)口，創(chuàng)造性地說(shuō)自己想說(shuō)的話。課后和其他同學(xué)及時(shí)進(jìn)行英語(yǔ)交流。只有這樣，才能將書(shū)本知識(shí)變成自己的知識(shí)和語(yǔ)言能力；也只有這樣，才能實(shí)現(xiàn)脫口說(shuō)英語(yǔ)的目的。

七年級(jí)下冊(cè)英語(yǔ)課件(篇4)

教學(xué)目標(biāo)

Teaching aims (教學(xué)目標(biāo))

1. 能在日常情境中熟練在餐館里點(diǎn)餐。

2. 能用所學(xué)內(nèi)容解決實(shí)際問(wèn)題。

3. 區(qū)別可數(shù)名詞與不可數(shù)名詞。

教學(xué)重難點(diǎn)

Language points (語(yǔ)言點(diǎn))

1. 詞匯：1) 名詞n. tofu, meat

2. 句型：What would you like?

What kind of noodles would you like?

I’d like beef and tomato noodles, please.

What size would you li ke?

I’d like a small/medium/large bowl.

Difficulties (教學(xué)難點(diǎn))

1. 清楚地區(qū)別可數(shù)名詞與不可數(shù)名詞。

2. 熟練掌握點(diǎn)餐句型。

教學(xué)過(guò)程

Te aching steps (教學(xué)步驟)

1. Warm-up and revision (課堂熱身和復(fù)習(xí))

(1) Show Ss some pictures of food.

(2)Show pictures of different kinds of noodles and have Ss name them. Show Ss the difference between a small/medium/large bowl too.

【教學(xué)設(shè)計(jì)說(shuō)明】通過(guò)談?wù)搱D片，既能復(fù)習(xí)之前單元所學(xué)內(nèi)容，又可以自然過(guò)渡到下一個(gè)環(huán)節(jié)，并能幫助學(xué)生理解閱讀內(nèi)容。

2. Work on 2d (完成2d)

(1)The girl in the picture is Sally, and the boy is her friend, Tom. They are in a restaurant ordering food. Explain to Ss what “order” means. Role-play the conversation in 2d.

(2) Follow the example in 2d and make up a conversation to order some food.

(3) Read the conversation and answer the following questions.

Q1. Are there any tomatoes in the beef soup?

Yes, there are.

Q2. How many bowls of beef soup do they need?

One.

Q3. What else does Tom like?

He likes gongbao chicken and some mapo tofu with rice.

【教學(xué)設(shè)計(jì)說(shuō)明】學(xué)生通過(guò)回答問(wèn)題能理解對(duì)話的內(nèi)容，通過(guò)角色扮演能在情境中學(xué)會(huì)運(yùn)用，通過(guò)自編對(duì)話能更好的讓學(xué)生學(xué)以致用。

3. Grammar Focus

(1) Read through the sentences.

(2) Ask Ss to focus on the countable and uncountable nouns.

【教學(xué)設(shè)計(jì)說(shuō)明】本部分為本單元的內(nèi)容核心，不僅概括了本單元的重點(diǎn)，還將基本句型一 一呈現(xiàn)。由于是總結(jié)性內(nèi)容，故要求學(xué)生朗讀?？稍谡n后將本部分列入聽(tīng)寫(xiě)內(nèi)容。此處可配合學(xué)生上一課時(shí)的課后作業(yè)，糾正學(xué)生錯(cuò)誤，幫助學(xué)生歸納總結(jié)。

4. Work on 3a (完成3a)

(1) Complete the conversation in 3a.

(2) Check Ss’ answers.

(3) Have Ss get into pairs and role-play the conversation to familiarize t hemselves with the ordering process. Ask them to change the words used.

【教學(xué)設(shè)計(jì)說(shuō)明】本部分旨在強(qiáng)化點(diǎn)餐句型，使學(xué)生關(guān)注點(diǎn)餐細(xì)節(jié)。

5. Work on 3b (完成3b)

Write questions and answers using the words in brackets.

【教學(xué)設(shè)計(jì)說(shuō)明】鞏固3a內(nèi)容。

6. Work on 3c (完成3d)

Have Ss get into groups and make conversations about the picture.【教學(xué)設(shè)計(jì)說(shuō)明】 本環(huán)節(jié)要求學(xué)生能夠活學(xué)活用，真正達(dá)到掌握目標(biāo)語(yǔ)言的能力。

課后習(xí)題

Homework (課后作業(yè))

Get into groups and work on 3c . Then, make a conversation about ordering food.

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七年級(jí)下冊(cè)英語(yǔ)課件(篇5)

教學(xué)目標(biāo)

1.學(xué)習(xí)和鞏固一些有關(guān)食品的名稱;了解面條及其配料。

noodles beef mutton chicken cabbage tomato potato special

2.掌握would like (‘d like)的用法及句型What kind of…would you like?(你想要什么種類的物品啊?)

3.初步培養(yǎng)學(xué)生有關(guān)“訂餐”的交際能力;能自配美餐。

培養(yǎng)學(xué)生養(yǎng)成愛(ài)惜糧食、講究衛(wèi)生的良好習(xí)慣。

教學(xué)重難點(diǎn)

教學(xué)重點(diǎn)(Teaching Key Point)

運(yùn)用目標(biāo)語(yǔ)言訂購(gòu)食品：

---Can I help you?

---Yes, please.

---What kind of noodles would you like?

---I’d like beef and tomato noodles.

教學(xué)難點(diǎn)(Teaching Difficulty):

培養(yǎng)學(xué)生的口語(yǔ)交際能力。

教學(xué)工具

課件

教學(xué)過(guò)程

Step 1 Greetings and free talk

Step 2 Show the learning aims. Meanwhile explain some words using real objects or pictures.

Step 3 Leading in Course

Show students a toy dog and ask them if they like it.

Ask students: What kind of animals do you like ?

Students answer: I like …

Ask students: What kind of animals would you like?

Students answer: I would like…

(Tell students “would like” is similar to “want”. But “would like” is more polite than “want”.)

Step 4 New lesson

1.Show students a screen with some more animals. Ask each animal’s name . Then use the sentence structure” What kind of …would you like? I’d like …”Finally, pointing to any animal, get boy students to ask and girl students to answer.

2.Show students another screen with some vegetables. Do this task as the former step .to help students consolidate the structure.

3.Show students a screen with some kinds of food. and continue to practice the structure.

4.Show students a screen with some different kinds of meat. Students practice the structure.

(在傳授這些知識(shí)的同時(shí)，教育學(xué)生學(xué)會(huì)生活：了解人體每天對(duì)幾種主要營(yíng)養(yǎng)的需求量，學(xué)會(huì)健康飲食)

5.Pair work

Students use the sentence structure to make their own conversations.

---What kind of …would you like?

---I’d like …

6.Design a scene:

“I work in a restaurant. I am selling several kinds of noodles. (Some specials) A costumer comes to order noodles.”

(1).Show the specials to students and explain the ingredients of each special.

(2).Get students to listen to a conversation and choose one of the specials the costumer orders

(3).Students work in pairs or in groups to practice conversations, trying to order food.

7.Exercise

Order some sentences to form a conversation.

8.Summary of this lesson

9.Self-assessment

Get students to finish the self-assessment chart

10.Homework

Dispense a healthy lunch for yourself.

Make a bowl of noodles for your parents when you get home.

課后小結(jié)

學(xué)了這節(jié)課，你有什么收獲?

課后習(xí)題

完成課后練習(xí)題。

板書(shū)

I’d like some noodles.

noodles What kind of …do you like?

beef I like …

mutton　What kind of …would you like?

cabbage I’d like…

potatoes

tspecial

七年級(jí)下冊(cè)英語(yǔ)課件(篇6)

教材分析

(一).本節(jié)內(nèi)容在教材中的地位與作用

本節(jié)是單元第一課時(shí)，通過(guò)觀察多張照片，對(duì)其中人物所做事情的討論，鍛煉學(xué)生的觀察能力及表達(dá)能力，通過(guò)進(jìn)一步的游戲環(huán)節(jié)，拓展新的學(xué)習(xí)內(nèi)容，體現(xiàn)了英語(yǔ)教育的趣味性和實(shí)用性。

(二).教學(xué)目標(biāo):

知識(shí)目標(biāo)

1．掌握現(xiàn)在進(jìn)行時(shí)的運(yùn)用和表達(dá)的意思，關(guān)注人稱和動(dòng)詞的搭配。

2．句型What are you doing?I’m doing sth..What is he/she doing?He/she is doing sth..Is he/she doing sth.?Yes,he/she is.或No,he/she isn’t.3.掌握肯定句和一般疑問(wèn)句的句型轉(zhuǎn)換及其回答。

4.掌握各種描述動(dòng)作的詞組。

能力目標(biāo)

1.培養(yǎng)學(xué)生學(xué)以致用的能力，養(yǎng)成良好的觀察能力。

2.培養(yǎng)學(xué)生主動(dòng)參與學(xué)習(xí)，善于與他人合作學(xué)習(xí)的能力。

3.提高學(xué)生聽(tīng)說(shuō)讀寫(xiě)的能力。

情感目標(biāo)

培養(yǎng)學(xué)生熱愛(ài)學(xué)習(xí)，熱愛(ài)勞動(dòng)，熱愛(ài)生活，珍惜生命的積極的人生觀。

(三).教學(xué)重點(diǎn)、難點(diǎn)

教學(xué)重點(diǎn)：What are you doing?I’m doing sth..What is he/she doing?He/she is doing sth..Is he/she doing sth.?Yes,he/she is.或No,he/she isn’t.教學(xué)難點(diǎn)：用be doing來(lái)表示說(shuō)話的瞬間正在做某事。

采用讓學(xué)生動(dòng)手操作、合作探究、媒體演示的教學(xué)方法來(lái)突出重點(diǎn)、突破難點(diǎn)。

（四）.教具、學(xué)具準(zhǔn)備（準(zhǔn)備好以下相關(guān)的教具、學(xué)具）

1.教具:多媒體課件。

2.學(xué)具:筆、課堂練習(xí)本

教法選擇與學(xué)法指導(dǎo)

本節(jié)課主要是對(duì)于正在發(fā)生的事情進(jìn)行討論，先利用欣賞電影片段吸引學(xué)生的注意力，教育學(xué)生要熱愛(ài)生活，再利用觀看照片來(lái)討論某一瞬間發(fā)生的事情。并在課堂教學(xué)中將盡量為學(xué)生提供參與活動(dòng)的場(chǎng)景，用任務(wù)型教學(xué)法讓學(xué)生進(jìn)行小組學(xué)習(xí)，抓住英語(yǔ)交際的機(jī)會(huì)，感知體驗(yàn)，大膽實(shí)踐，使學(xué)生自得知識(shí)、自尋方法、自覓規(guī)律、自悟道理。

教學(xué)過(guò)程設(shè)計(jì)

Step 1.warm-up

1.Greeting :

Teacher: Hello, everyone.How are you? Today is a nice day, isn’t it?So what do you want to do? And why?點(diǎn)一個(gè)舉手的學(xué)生回答，再面向全班: I like watching TV at home.Because it’s relaxing.Do you want to watch TV?得到肯定回答后，T：Now let’s go to watch TV.進(jìn)入幻3，點(diǎn)擊右下角的鈴鐺播放電影《泰坦尼克》結(jié)尾片段。看完后，T：Do you know its name? Do you like it? Why?學(xué)生回答后，老師顯示字幕：Don’t let your life.設(shè)計(jì)目的：通過(guò)觀看著名的電影片段來(lái)吸引學(xué)生的注意力，向?qū)W生灌輸熱愛(ài)生活珍惜生命的情感教育。

Step2.導(dǎo)入

1、T:I have some photos.展示幻4的照片：Look!This is my life.I’mdoing some things at home.用紅外線燈照射每張照片，學(xué)生可以通過(guò)照片明白句子的意思。老師指著每張照片帶讀句子(同時(shí)做出相應(yīng)的動(dòng)作)：I’m watching TV/cleaning/reading/talking on the phone/playing computer games/teaching.認(rèn)讀完最后一張自己上課的照片后，T: what’s my job?...yes,I’m a teacher.然后老師設(shè)計(jì)打電話的場(chǎng)景：hello, thisisMiss is a nice day.I’m watching TV at home.What about you?進(jìn)行師生間的對(duì)話，起示范作用，讓學(xué)生能仿造使用幻燈片上的句子回答，并對(duì)能使用其他動(dòng)作回答的同學(xué)予以獎(jiǎng)勵(lì)。每個(gè)be doing形式都用紅色標(biāo)注，提示學(xué)生注意。

設(shè)計(jì)目的：通過(guò)展示老師自己的照片吸引學(xué)生的注意，輸出新知識(shí)，用帶讀和創(chuàng)設(shè)情境的對(duì)話形式，讓學(xué)生初步理解并能表達(dá)自己正在做某事。

Step 3:教授新課

展示幻5，T：now，let’s look at other photos.Who is in these photos?老師問(wèn)幾個(gè)舉手的學(xué)生：what are you doing?然后讓學(xué)生仿照進(jìn)行pairwork活動(dòng):Can you ask your friend ‘what are you doing’?并請(qǐng)幾組進(jìn)行演示，每組演示之后，老師問(wèn)大家：what is…doing?借機(jī)轉(zhuǎn)換人稱。

設(shè)計(jì)目的：創(chuàng)情設(shè)景，用學(xué)生自己的schoollife照片讓大家有話可說(shuō)，并可借機(jī)轉(zhuǎn)換人稱，轉(zhuǎn)入下一環(huán)節(jié)。

展示幻6，T：now，we are in a happy apartment.These people are doing some things.Let’s listen to the conversation.Then tell me: What are these people doing?聽(tīng)完錄音后，T ask S1:what is Jenny doing? S1: she is watching TV.T點(diǎn)擊屏幕檢驗(yàn)。T轉(zhuǎn)向S2：Can you ask your friend about Dave and Mary？然后用以上問(wèn)句依次請(qǐng)幾組同學(xué)對(duì)圖中人物內(nèi)容進(jìn)行問(wèn)答。

設(shè)計(jì)目的：充分挖掘聽(tīng)力材料，利用其鍛煉學(xué)生們的聽(tīng)說(shuō)能力，并成功實(shí)現(xiàn)轉(zhuǎn)換人稱的問(wèn)答，使學(xué)生能了解并掌握如何詢問(wèn)其他人正在做什么及其回答。

Step 4:合作學(xué)習(xí)

展示幻7，T：now，let’s make a survey in your group.What are your friends doing now? I’ll give you 3 minutes.You can ask 4 friends, and write down on the chart, then make a report.3分鐘之后,T: Can you make a report?請(qǐng)每組派一代表匯報(bào)，并進(jìn)行獎(jiǎng)勵(lì),T可以插入問(wèn)句：what is … doing ?。

設(shè)計(jì)目的：通過(guò)小組活動(dòng)培養(yǎng)學(xué)生的合作學(xué)習(xí)能力和認(rèn)真聆聽(tīng)他人的良好習(xí)慣。

Step 5:拓展新知

1、展示幻8，T：Look!Tom is doing something.Do you know, what is Tom doing?Oh, let me guess.Is Tom writing? S: No, he isn’t.T繼續(xù)猜，直到S說(shuō)Yes, he is.為止。點(diǎn)擊可檢驗(yàn)答案。再點(diǎn)擊出現(xiàn)下一個(gè)人物。重復(fù)以上老師猜，學(xué)生答的活動(dòng)。

設(shè)計(jì)目的：因?yàn)榇似瑑?nèi)容是書(shū)上有的，學(xué)生知道謎底，所以由老師做示范來(lái)猜，學(xué)生回答，鍛煉學(xué)生認(rèn)真聽(tīng)的習(xí)慣。

2、展示幻9，T：Now, It’our fun time.Do you know this cat? What’s his name? S:...T: yes, he’s Tom.Now,Let’s talk about these pictures.You can ask your friends in your group,what is Tom doing?3 students as a group.And One ask, the others answer.每組發(fā)一份圖片進(jìn)行組內(nèi)討論。份圖片進(jìn)行組內(nèi)討論。3分鐘后請(qǐng)幾組學(xué)生演示，T:You can ask 2 questions.3人一組，一人用紅燈照射圖片問(wèn)，另兩人答，獎(jiǎng)勵(lì)表現(xiàn)良好的小組。

設(shè)計(jì)目的：在重溫對(duì)話what is he doing?的同時(shí)，了解各圖的內(nèi)容，為下一環(huán)節(jié)做鋪墊。

3、點(diǎn)擊出現(xiàn)幻10和問(wèn)句Is Tom sleeping?T: Now, What is Tom doing? Is Tom sleeping?(T做睡覺(jué)的動(dòng)作)全班看著圖片齊答:Yes, he is.或No, he isn’t.T:Who wants to guess the next picture?請(qǐng)一個(gè)學(xué)生上臺(tái)來(lái)背對(duì)屏幕玩猜謎游戲：示意全班問(wèn)他：What is Tom doing?此學(xué)生邊做動(dòng)作邊猜測(cè)：Is Tom drinking?全班齊答Yes,he is.或No,he isn’t.猜到者有獎(jiǎng)。

設(shè)計(jì)目的：在游戲中學(xué)，在快樂(lè)中鍛煉聽(tīng)說(shuō)能力，避免了枯燥的教與學(xué)。

Step 6:語(yǔ)法總結(jié)

請(qǐng)一個(gè)學(xué)生對(duì)于此課所學(xué)進(jìn)行總結(jié)，老師給予及時(shí)的評(píng)論，并點(diǎn)擊進(jìn)入幻11展示語(yǔ)法小結(jié)：現(xiàn)在進(jìn)行時(shí)態(tài)。

設(shè)計(jì)目的：初一的內(nèi)容是基礎(chǔ)教學(xué)，語(yǔ)法在最后有必要呈現(xiàn)出來(lái)，讓大家知道所學(xué)內(nèi)容的專業(yè)術(shù)語(yǔ)。讓學(xué)生自己總結(jié)更能加深印象。

七年級(jí)下冊(cè)英語(yǔ)課件(篇7)

Unit 3 How do you get to school?】

一、本單元知識(shí)點(diǎn)總結(jié)

1.get to school 到校 2.take the subway 乘地鐵

3.take the train 坐火車 4.leave for 到……地方去，離開(kāi)去某地

5.take…to…把……帶到…… 6. most students 大多數(shù)學(xué)生

7. from…to…從……到…… 8.think of 想到，想起

9.ride bikes 騎自行車 10.in other parts of the world 在世界的其他地方

11. how far 多遠(yuǎn) (路程、距離) 12.how long多長(zhǎng)(時(shí)間)

13.take the train to school 乘火車去上學(xué) 14.in places 在一些地方

15.go to school by boat乘船去上學(xué) 16.on the school bus乘坐校車

17.be different from和……不同 18.one 11-year old boy 一個(gè)十一歲大的男孩

二、重點(diǎn)知識(shí)詳解

1.take +a/an/the+表示交通工具的名詞，乘……去某地，是動(dòng)詞短語(yǔ)，在句中作謂語(yǔ)。

He takes the train. take the subway乘地鐵 take a walk散步 take a shower洗個(gè)澡

take a rest休息一會(huì) take a seat 坐下 take some medicine 吃藥

2.by+表示交通工具的單數(shù)名詞或on/in+ a/an/the/one’s+表示交通工具的單數(shù)名詞，是介詞短語(yǔ)作方式狀語(yǔ)。

I get to school by bike. = I get to school on my bike.

3.walk/ride/drive/fly+to+地點(diǎn)名詞，步行/騎自行車/開(kāi)車/坐飛機(jī)去某地

表示乘交通工具方式可以互換表達(dá)相同的意義:

Take the bus to school=go to school by bus=go to school on a bus

Drive a car to work=go to work by car=go to work in a car

Fly to shanghai=go to shanghai by plane/air=take the/a plane to shanghai=go to shanghai on a/an/the plane.

4.get表示“到達(dá)”，后接名詞需加to，接地點(diǎn)副詞不加to.

reach 給示到達(dá)，是及物動(dòng)詞，其后直接接賓語(yǔ)。

arrive in+大地點(diǎn) arrive at +小地點(diǎn) 后接副詞不需介詞。

5. It takes sb some money/time to do sth.花費(fèi)某人多少時(shí)間/錢(qián)做某事

Sb pay some money for sth 某人為某物花費(fèi)多少錢(qián)

Sb spend some time/money on sth 某人在做某事或某物上花費(fèi)時(shí)間/錢(qián)Sb spend some time/ money (in)doing sth Sth cost sb some money 某物花費(fèi)某人多少錢(qián)

6. How far is it from A to B?=How far is B from A?

答語(yǔ)有兩種：

(1) It’s…meters/miles/kilometers(away)有……米/英里/千米(遠(yuǎn))

(2) It ‘s about ten minutes’ walk/ ride. 大約有十分鐘步行/騎車的路程。

7have to 后加動(dòng)詞原形，側(cè)重客觀的需要，有“不得不，被迫”之意，有多種時(shí)態(tài)形式，否定式為don’t have to(needn’t)意為“不必”。

Must 側(cè)重于說(shuō)話者的主觀看法，認(rèn)為有必要或有義務(wù)做某事，只有現(xiàn)在時(shí)一種形式,否定式must’t意為“一定不要，不允許，禁止”反意詞為“needn’t”。

8.感謝用語(yǔ)：Thank you very much , Thanks a lot , Many thanks.

回答感謝用語(yǔ)的句子：That’s ok /all right. 不用謝。You are welcome 不客氣。 It is my pleasure./My pleasure./It is a pleasure.不客氣、那是我的榮幸。/Don’t mention it。別在意。 It was nothing at all.那沒(méi)什么。

三、語(yǔ)法歸納

(一)how 引導(dǎo)的特殊疑問(wèn)句

1.how 引導(dǎo)的特殊疑問(wèn)句提問(wèn)交通方式，其答語(yǔ)分三種情況：

a. take a/an/the+交通工具(單數(shù))

b. by+交通工具(單數(shù))

c. on/in+限定詞+交通工具

2. how far 用來(lái)提問(wèn)距離，多遠(yuǎn)，其答語(yǔ)分為兩種：

(1)用長(zhǎng)度單位表示：It is five kilometers.

(2)用時(shí)間表示：It’s twenty minutes’ walk.

3.how long 用來(lái)提問(wèn)時(shí)間，意為多久回答常用“for+段時(shí)”。

----How long have you learnt English?

----For 3 years.

how soon 用來(lái)提問(wèn)做完某事還需要多長(zhǎng)時(shí)間， 常用于將來(lái)時(shí)態(tài)時(shí)， 常用“in+時(shí)間段”來(lái)回答。

――How soon will you arrive in Beijing?

----In 3 hours.

七年級(jí)下冊(cè)英語(yǔ)課件(篇8)

教學(xué)目標(biāo)：

1、掌握表示地點(diǎn)的詞匯;

2、掌握where 引導(dǎo)的特殊疑問(wèn)句;

3、能夠簡(jiǎn)單地描述地點(diǎn)方位;

4、能夠畫(huà)出簡(jiǎn)單的示意圖。

教學(xué)向?qū)В?/p>

語(yǔ)言目標(biāo)

學(xué)習(xí)策略與思維技巧

重點(diǎn)詞匯

表示地點(diǎn)的詞匯

where 引導(dǎo)的特殊疑問(wèn)句

個(gè)體、群體思維;

看圖作答;

交換信息;

Post office; library; hotel...

Between; on; next to;across from...

語(yǔ)言結(jié)構(gòu)

語(yǔ)言功能

跨學(xué)科學(xué)習(xí)

There be 句型

Where句型的問(wèn)答

詢問(wèn)路線

指出方位

通過(guò)繪畫(huà)激發(fā)學(xué)生學(xué)習(xí)興趣

教學(xué)過(guò)程設(shè)計(jì)：

Steps

Teacher's activity

Students' activity

Preparation

Brain storm

Look at some pictures and know the words of these places

Look and read and learn

Ppt.

Task I pair work: Is there ....

Aim

Use 'there be' sentences, familiar with the new words

1

Read and match the new words in 1a

Read and finish the work

Picture

2

Show the target language:

Is there a bank near here?

Look at the sentence and the answer

3

Ask Ss to talk about the places in the picture

Pair work to talk about the places and streets

Pair work

4

Move around the room and give support as needed

Talk to each other

5

Ask pairs of students to show their works

Pairs of Ss show their works

Check out the conversations

Task II Listening comprehensions

Aim

Familiar with the prepositions in the sentences

1

Look at the picture in 2a and explain the prepositions

Look and learn

Write on the blackboard

2

Listen to the tape for two times

Fill in the blanks and know the meaning

Recorder

3

Move around the room and give support as needed

Write down the answer

4

Check the answer and point out the mistakes

Check the answers

Task III group work: our school

Aim

Use the target language and familiar with our school and places

1

Teach some more words to the Ss and read

Learn the new words

Pictures

2

Ask Ss to draw a picture of our school and to introduce it

Draw the picture

3

Move around the room and give support as needed

Discuss in groups and finish the picture

4

Ask Ss to show their works and talk about it

Introduce their works

Task IV pair work: talk about the pictures

Aim

Use 'where' question, and know how to answer it.

1

Target language: where is the bank?

Learn the sentences

2

Ask Ss to talk about the pictures

Pair work to talk about the places

Ss' pictures or the picture in 1a

3

Move around the room and give support as needed

Discuss in pairs and

4

Ask Ss to show their works and perform it

Show the conversation with the picture

Homework

Draw a picture of your neighborhood and write a short passage to introduce it

教學(xué)反思：本單元的主題是方位，所以很多地點(diǎn)的名詞是學(xué)生單詞突破的重點(diǎn)，與學(xué)生的生活相結(jié)合，要擴(kuò)充一些詞匯，如學(xué)校的教學(xué)樓、操場(chǎng)，社區(qū)里的飯店、醫(yī)院等，讓學(xué)生學(xué)到的句子能夠用的靈活。介詞表示的方位應(yīng)該講解清楚，這樣學(xué)生才能更加明確的表述各個(gè)建筑所處的位置。這些知識(shí)不能死板的傳授，一定要在任務(wù)中完成，讓學(xué)生不知不覺(jué)地學(xué)習(xí)目標(biāo)語(yǔ)言。圖片的展示能給學(xué)生更立體的感受，更加明確空間位置關(guān)系。運(yùn)用畫(huà)圖的輔助形式，激發(fā)學(xué)生的興趣，能夠達(dá)到更好的效果。

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七年級(jí)下冊(cè)英語(yǔ)課件(篇9)

今天我說(shuō)課的內(nèi)容是初中英語(yǔ)義務(wù)教育課程標(biāo)準(zhǔn)實(shí)驗(yàn)教科書(shū)七年級(jí)下冊(cè)第五模塊第二單元。

這是一節(jié)閱讀課。它是學(xué)生學(xué)習(xí)英語(yǔ)的主要途徑之一。通過(guò)閱讀課，培養(yǎng)學(xué)生良好的閱讀習(xí)慣和閱讀方法，提高閱讀能力。使學(xué)生盡可能地獲取大量信息，開(kāi)闊視野，提高興趣，同時(shí)提高應(yīng)用語(yǔ)言的能力。接下來(lái)，我將從以下幾方面闡述說(shuō)課內(nèi)容。

一，對(duì)教材的分析和理解

本課是以家鄉(xiāng)為題材，圍繞方位，位置及形容詞的比較級(jí)等語(yǔ)言現(xiàn)象展開(kāi)讀，寫(xiě)活動(dòng)。使學(xué)生由簡(jiǎn)單到復(fù)雜，漸漸感知新的語(yǔ)言。并通過(guò)范例，讓學(xué)生對(duì)所熟知的兩條河，兩個(gè)城市等進(jìn)行比較。

二，本課的教學(xué)目標(biāo)

根據(jù)教材的前后聯(lián)系和意圖，以及英語(yǔ)課程標(biāo)準(zhǔn)的要求，我認(rèn)為本課的教學(xué)目標(biāo)是：

1，語(yǔ)言知識(shí)目標(biāo)：

掌握重點(diǎn)單詞，短語(yǔ)：north ，west， river， church， famous， capital， lake， low， mountain， about， near， village， region， be famous for 等

重點(diǎn)句型：A is in the east of B.

It is on the River Cam.

語(yǔ)法項(xiàng)目：?jiǎn)我艄?jié)和少數(shù)雙音節(jié)形容詞的比較級(jí)。

2，語(yǔ)言能力目標(biāo)：

能讀懂關(guān)于祖國(guó)，方位，位置等的語(yǔ)言學(xué)習(xí)材料。理解閱讀材料中所學(xué)的形容詞比較級(jí)所表達(dá)的語(yǔ)義。參照范例，能用所學(xué)語(yǔ)言簡(jiǎn)單介紹自己熟知的城市。

3，情感態(tài)度目標(biāo)

了解美國(guó)，英國(guó)的主要城市，河流。同時(shí)也升華了自己對(duì)祖國(guó)，家鄉(xiāng)的熱愛(ài)之情。

三，教學(xué)重難點(diǎn)

重點(diǎn)：培養(yǎng)學(xué)生良好的閱讀習(xí)慣，閱讀方法。從閱讀材料中獲得具體相關(guān)信息的能力。

難點(diǎn)：用已學(xué)句型，語(yǔ)法來(lái)進(jìn)行語(yǔ)言輸出的寫(xiě)作能力的培養(yǎng)。

確立依據(jù)：新課標(biāo)的要求及本課在教材中所處的地位和作用。

四，教法

運(yùn)用整體設(shè)計(jì)和整體教學(xué)的`思路，進(jìn)行分層教學(xué)，發(fā)揮學(xué)生主體作用。使其有目的的由淺入深，不斷深化。從而掌握教學(xué)重點(diǎn)，突破教學(xué)難點(diǎn)。

五，學(xué)法

遵循學(xué)生認(rèn)知規(guī)律，采取循序漸進(jìn)的原則，優(yōu)差組合，讓學(xué)生學(xué)會(huì)發(fā)現(xiàn)，歸納，總結(jié)，提高學(xué)習(xí)自主性及合作學(xué)習(xí)能力。

六，教學(xué)步驟

（一）復(fù)習(xí)舊知 形容詞比較級(jí)是學(xué)生剛剛接觸到的語(yǔ)法項(xiàng)目，對(duì)其的鞏固和加強(qiáng)有助于對(duì)本課書(shū)及六模塊多音節(jié)形容詞，副詞的比較級(jí)和七模塊形容詞，副詞最高級(jí)的學(xué)習(xí)。

（二）導(dǎo)入 利用圖片激發(fā)他們大腦中已有詞匯對(duì)所學(xué)課文內(nèi)容進(jìn)行預(yù)測(cè)。

（三）展示 這一部分既是培養(yǎng)學(xué)生良好閱讀習(xí)慣，又是提高英語(yǔ)閱讀能力的階段。因此，我分以下三步進(jìn)行。

1 要求學(xué)生進(jìn)行第一遍閱讀，能通過(guò)標(biāo)題等關(guān)鍵詞找出相關(guān)信息，找出不懂的單詞，詞組。設(shè)計(jì)問(wèn)答題來(lái)了解學(xué)生的理解程度。

2再次仔細(xì)閱讀，借助板書(shū)對(duì)必要的語(yǔ)言知識(shí)進(jìn)行相關(guān)訓(xùn)練，通過(guò)討論，問(wèn)題等形式進(jìn)行效果檢查。

3 第三遍閱讀 要求學(xué)生用自己的語(yǔ)言對(duì)文章進(jìn)行簡(jiǎn)單復(fù)述。

（四）鞏固練習(xí) 分組練習(xí)，調(diào)動(dòng)學(xué)生積極性，激勵(lì)學(xué)生主動(dòng)思考與分析。

（五）作業(yè) 是對(duì)本課的鞏固和收尾。要求學(xué)生在學(xué)習(xí)了本課的基礎(chǔ)上，運(yùn)用所學(xué)句型，語(yǔ)法進(jìn)行語(yǔ)言輸出，訓(xùn)練學(xué)生組織語(yǔ)言，應(yīng)用語(yǔ)言的綜合能力。

七，板書(shū)

標(biāo)題

主板書(shū) 副板書(shū)

重點(diǎn)單詞，句型等語(yǔ)言點(diǎn) 拓展詞匯

八，可能出現(xiàn)的問(wèn)題

要求學(xué)生進(jìn)行寫(xiě)作訓(xùn)練時(shí)，可能有的學(xué)生無(wú)從下筆，所以我采取分組練習(xí)的方法，優(yōu)差組合。

整節(jié)課，我力爭(zhēng)創(chuàng)設(shè)和諧的課堂教學(xué)氛圍，在平等的師生關(guān)系中，讓整堂課真正煥發(fā)出生命的活力。

七年級(jí)下冊(cè)英語(yǔ)課件(篇10)

Unit 2 What time do you go to school ?】

1、what time和when引導(dǎo)的特殊疑問(wèn)句。

(1)對(duì)時(shí)間提問(wèn)用what time，也可以用when。詢問(wèn)鐘點(diǎn)時(shí)用what time，詢問(wèn)日期、月份、年份時(shí)用when。

(2)詢問(wèn)做某事的時(shí)間時(shí)，兩者可以互換。 (3)其他詢問(wèn)時(shí)間的句子：

What's the time? =What time is it?現(xiàn)在幾點(diǎn)了?

時(shí)刻表達(dá)法：順讀法和逆讀法。

(1)順讀法：“鐘點(diǎn)+分鐘”直接讀數(shù)字。

(2)逆讀法：借助介詞past或to表示，要先說(shuō)分再說(shuō)鐘點(diǎn)。

A.當(dāng)分鐘不超過(guò)30分鐘時(shí)(包括30分鐘)，即

B.當(dāng)超過(guò)30分鐘時(shí)，即>30，用to表示。其結(jié)構(gòu)為：“所差分鐘(即60—所

過(guò)分鐘數(shù))+to+下一個(gè)整點(diǎn)”，to譯成“差”，差幾分鐘到幾點(diǎn)。

C.當(dāng)分鐘為30分鐘用half表示，當(dāng)分鐘為15分鐘用a quarter。

2、always 總是>usually 通常>often常常>sometime 有時(shí)

3、Watch+TV、球賽 “觀看，觀賞”，特指長(zhǎng)時(shí)間注視。

See+電影、醫(yī)生 “看見(jiàn)”，強(qiáng)調(diào)看的結(jié)果。

Look “看”，強(qiáng)調(diào)看的動(dòng)作，look后接賓語(yǔ)時(shí)要用介詞at。

Read+書(shū)刊、雜志 “閱讀”

4、listen to +賓語(yǔ) 6、Take a shower “淋浴” 7、Eat breakfast 吃早餐

5、Go to +地點(diǎn)名詞 如：go to school go+地點(diǎn)副詞 如：go home

七年級(jí)下冊(cè)英語(yǔ)課件(篇11)

教學(xué)目標(biāo)

1.學(xué)會(huì)不同工作的英文表達(dá)方式。

2.了解同學(xué)父母的工作。

3.學(xué)會(huì)簡(jiǎn)單的介紹自己將來(lái)的理想。

教學(xué)重難點(diǎn)

重點(diǎn)詞匯：teacher, nurse, engineer, manager, airhostess, lawyer, doctor, clerk, reporter, police

重點(diǎn)句型：1. What does your mother do? She is a teacher.

What does your father do? He is an engineer.

2. What do you want to be? I want to be a teacher.

What does she want to be? She wants to be a singer.

教學(xué)工具

多媒體

教學(xué)過(guò)程

Step One Warming activity

Have some free talks.Ask students these

questions:

How many people are there in your family?

Who are they?

Do you love your family?

Where’s your home?

Step Two Presentation

Show the picture of Pan Changjiang’s family. They are a happy family,learn the word “actor”.Actor is a job,do you know other jobs?

Show the PPT, learn other new words ,policeman,policewoman,doctor,nurse,waiter

Reporter,hospital ,bank clerk and so on.

Do 1a as quickly as you can. Check the answers.

Step Three New drills

T: I’m a teacher. (Ask one student What do you do?) Help the student answer I’m a student. Then ask several students.

T: What do you do?

S1: I’m a student.

(Point to another boy)

T: What does he do?

S1: He is a student.

T: What do you do?(Ask a girl)

S2:I’m a student.

(Point to this girl,ask another student)

T:What does she do?

S3:She is a student.

T:What does your mother do?

S4:She is a farmer.

T:What does your father do?

S4:He is a worker.

Ask some Ss to answer the questions.

Open your books,do 1b.Play the tape.

Step 4 Task 1

Make a survey and report about your group.

Name Mother’s job Father’s job

Step 5 Task 2

Play a guessing game.

Step 6 Exercises

1.I want to be a d_____ like Hua Tuo.

2.My sister is a nurse,she works in a

h_______.

3.Cheng Long is a famous a____,Gong Li is a

famous a_______.

4.The two boys want to be __________(policeman)

when they grow up.

5.--What ___ you ___(do)? --I am a teacher.

6.He is a shop assistant.(劃線提問(wèn))

____ ____ he ____?

Step 7 Summary and Homework

Make a survey ,ask your parents or three of your friends using the question” What do you want to be?” and fill in the chart.

課后小結(jié)

本節(jié)課的不足之處，由于本節(jié)課的內(nèi)容較簡(jiǎn)單，所以在各個(gè)任務(wù)環(huán)節(jié)的難度梯度不是很明顯。這樣沒(méi)有為能力較強(qiáng)的同學(xué)提供戰(zhàn)線的機(jī)會(huì)，而且本單元涉及的單詞較多，學(xué)生不能完全的熟練掌握。所以在以后的教學(xué)中還應(yīng)不斷的探索，尋求更大的突破。

本堂課重點(diǎn)學(xué)習(xí)了有關(guān)職業(yè)的詞匯和如何詢問(wèn)他人從事的職業(yè)，課堂效果較好，學(xué)生基本能夠掌握并運(yùn)用，較好的完成了課堂教學(xué)任務(wù)。

課后習(xí)題

1.I want to be a d_____ like Hua Tuo.

2.My sister is a nurse,she works in a h_______.

3.Cheng Long is a famous a____,Gong Li is a famous a_______.

4.The two boys want to be __________(policeman) when they grow up.

5.--What ___ you ___(do)? --I am a teacher.

6.He is a shop assistant.(劃線提問(wèn))

____ ____ he ____?

板書(shū)

Unit 4 I want to be an actor.

Section A(1a---1c)

1. policeman (policemen) 6. --What do you do?

policewoman(policewomen) --I am a…..

2. doctor ---What does he do?

3. shop --He is a …..

shop assistant ---What does she do?

4. waiter ---She is a…..

waitress

5. actor

actress

七年級(jí)下冊(cè)英語(yǔ)課件(篇12)

【學(xué)習(xí)目標(biāo)】

1.牢固掌握Unit 3中重點(diǎn)單詞、短語(yǔ)、句型。

12.通過(guò)獨(dú)立思考和小組合作, 能靈活運(yùn)用指示代詞、人稱代詞和名詞的單復(fù)數(shù)。

3.積極面對(duì)生活，真誠(chéng)對(duì)待家人和朋友，享受親情快樂(lè)，全力以赴，激情投入，享受學(xué)習(xí)的快樂(lè)！

【重難點(diǎn)】

1.介紹他人。

2.人稱代詞he，she，it的用法。

3.少數(shù)名詞復(fù)數(shù)的運(yùn)用。

4.根據(jù)信息辨別人物。

5.了解寫(xiě)信的基本格式。

【能力培養(yǎng)】

能靈活運(yùn)用所學(xué)知識(shí)，提高自己英語(yǔ)交際的能力。

【使用說(shuō)明】

提前下發(fā)導(dǎo)學(xué)案，根據(jù)要求預(yù)習(xí)課文完成導(dǎo)學(xué)案上的內(nèi)容，標(biāo)出疑難點(diǎn)準(zhǔn)備上課小組討論解決。

【學(xué)法指導(dǎo)】

1.充分預(yù)習(xí)，熟讀課文，認(rèn)真研究導(dǎo)學(xué)案。運(yùn)用好雙色筆，在課本上劃出重點(diǎn)單詞短語(yǔ)句型，標(biāo)注出自己不懂的問(wèn)題。

2.自主完成，規(guī)范書(shū)寫(xiě)，獨(dú)立思考；小組合作探討，答疑解惑。

The first period（SectionA 1a—1c）.自學(xué)導(dǎo)航：

預(yù)習(xí)Section A（1a—1c）的單詞，注意讀音及拼寫(xiě)。

一.通過(guò)預(yù)習(xí)，寫(xiě)出畫(huà)線單詞的對(duì)應(yīng)詞。

1.Ben is my brother.Alice is my______.2.Mr Smith is her father.Mrs Smith is her______.3.This is a ruler and ______is a pencil.4.These are my brothers and _____are my sisters.5.He is my grangfather.She is my_______.二.預(yù)習(xí)后，選用this，that，these或those填空.1.Mom,_____is my English teacher,Miss Gao.2.What is_____over there(在那邊)?_____is a baseball.3.Are______your keys ? Yes,they are.4.Are______your pencils ? No,these are my pencils.5.A:Hello,____is Jane.Is____Peter? B: Yes,Peter speaking.三.預(yù)習(xí)簡(jiǎn)單的名詞復(fù)數(shù)形式,并寫(xiě)出下列詞的復(fù)數(shù).1.sister 2.key 3.boy 4.parent 5.grandparent

6.friend 7.brother * 8.am/is * 9.this * 10.that

The second period(Section A 2a-4)

一.Listen and fill in the blanks.Dave:___ ____my ______.Mom, this is Lin Hai.Lin Hai:Nice to meet you!

Mom:Nice to meet you ,Lin Hai!

Dave:And____ _____my ________.Grandparents:Hi,Ｌin Hai!

Dave:And this is my ________,Mary, and this is my _______,Jim.二.預(yù)習(xí)并用所給單詞的適當(dāng)形式填空.1.Mr Smith is our English teacher.______(he)is 30.This is_____(he)book.2.Is______(she)name Ann? Yes,it is.3.________(I)am Paul.Dave is_____(I)friend.4.Those_______(be)my brothers,and that_______(be)my sister.5.Is this your sister ? No, _______isn’t.三.復(fù)習(xí)二單元,預(yù)習(xí)Page15,你會(huì)以下句型轉(zhuǎn)換嗎?

1.These are his pens.(改為一般疑問(wèn)句)

2.It is a pencil case.(對(duì)畫(huà)線部分提問(wèn))

3.Is Kate a good girl?(作肯定和否定回答)

4.They are sisters.(改為否定句)

5.Is that your ruler?(作肯定和否定回答)

The third period(Section B 1-2c)

一.預(yù)習(xí)單詞,根據(jù)句意及首字母提示完成句子.1.Dave is my uncle’s son.He is my c______.2.Kate is my sister.She is my mother’s d______.3.Tom is my father’s brother.He is my u________.4.Jim is my father’s son.He is my b________.5.My mother’s mother is my g____________.二.聽(tīng)填信息.Dave:This is my _______,and this is my ________.Lin Hai: And is _____ your ________?

Dave:Yes, and those are ________ __________.三.句型轉(zhuǎn)換.1.I am her daughter.(改為同義句.)She_____ _______ ________.2.This is my friend.(變?yōu)閺?fù)數(shù)形式)

3.That is his eraser.(變?yōu)閺?fù)數(shù)形式)

*4.These are her oranges.(變?yōu)閱螖?shù)形式)

5.What are these in English?(變?yōu)閱螖?shù)形式)

The fourth period(Section B 3a-Self check)

七年級(jí)下冊(cè)英語(yǔ)課件(篇13)

Unit 1 Can you play the guitar ?】

1、can+動(dòng)詞原形，它不隨主語(yǔ)和數(shù)而變化。

(1)含有can的肯定句：主語(yǔ)+can+謂語(yǔ)動(dòng)詞的原形+其他。

(2)變一般疑問(wèn)句時(shí)，把can提前：Can+主語(yǔ)+動(dòng)詞原形+其他?

肯定回答：Yes，主語(yǔ)+can。否定回答：No，主語(yǔ)+can't.

(3)含有can的否定句：主語(yǔ)+can't+動(dòng)詞的原形+其他。

(4)含有can的特殊疑問(wèn)句：特殊疑問(wèn)詞+can+主語(yǔ)+動(dòng)詞原形+其他?

2、may+動(dòng)詞的原形。(may為情態(tài)動(dòng)詞)一般疑問(wèn)句是把may提前，

肯定回答是：Yes，主語(yǔ) +may。否定回答是：No，主語(yǔ)+mustn't?；騪lease don't。

join+某個(gè)組織，俱樂(lè)部，party，參軍，黨派等 “加入”

Join sb. “參加到某人中” join in (doing)sth “加入做......，參加某個(gè)活動(dòng)” Join in=take part in +活動(dòng)，比賽

3、說(shuō)某種語(yǔ)言：speak+語(yǔ)言 4、play+球、棋、牌;play+the+樂(lè)器。

5、擅長(zhǎng)于(做)什么：be good at +名詞/動(dòng)ing

6、幫助某人做某事：help sb. (to ) do sth. help sb. with sth.

7、我能知道你名字嗎?May I know your name?

8、想要做什么：want to do sth 例如：I want to learn about art.

9、What club do you want to join?

I want to join the chess club and the basketball club.

10、What club does Tom want to join? He wants to join the swimming club .

11、He can’t play the violin or the piano. Can you help kids with swimming?

12、Why do you want to join the English club? Because I want to learn English well.

八年級(jí)下冊(cè)英語(yǔ)課件

教案課件是老師工作中的一部分，老師還沒(méi)有寫(xiě)的話現(xiàn)在也來(lái)的及。教師應(yīng)該根據(jù)學(xué)生的學(xué)習(xí)興趣來(lái)制定教案，要寫(xiě)好教案課件有沒(méi)有好的范文可借鑒呢？幼兒教師教育網(wǎng)特意收集并為您呈上“八年級(jí)下冊(cè)英語(yǔ)課件”相關(guān)內(nèi)容，閱讀后希望您能夠?qū)⒈揪W(wǎng)頁(yè)網(wǎng)址收藏下來(lái)以享受更多的信息服務(wù)！

八年級(jí)下冊(cè)英語(yǔ)課件【篇1】

外研版八年級(jí)下冊(cè)英語(yǔ)Module 2 Friendship Unit1教

學(xué)設(shè)計(jì)

作者：admin 資源來(lái)源：本站原創(chuàng) 點(diǎn)擊數(shù)：

一。教材分析

1.《新標(biāo)準(zhǔn)》英語(yǔ)采用發(fā)現(xiàn)式語(yǔ)法學(xué)習(xí)法： 呈現(xiàn)---提問(wèn)---發(fā)現(xiàn)---總結(jié)，培養(yǎng)學(xué)生自主學(xué)習(xí)的能力。賓語(yǔ)從句是初中階段較難掌握的，在JEFC教材中出現(xiàn)在九年級(jí)，現(xiàn)提早了一個(gè)學(xué)期，所以難度較大。這需要老師很好地設(shè)計(jì)課堂教學(xué)活動(dòng)。

2.本模塊以友誼為話題，通過(guò)聽(tīng)力、對(duì)話和閱讀材料的學(xué)習(xí)介紹了賓語(yǔ)從句。友誼是同學(xué)們較為感興趣的話題，也與他們自身經(jīng)歷相關(guān)。借助友誼展開(kāi)話題討論，同時(shí)培養(yǎng)學(xué)生關(guān)愛(ài)他人的情感。

二。學(xué)情分析

1.知識(shí)基礎(chǔ)：部分學(xué)生缺少豐富的語(yǔ)言基礎(chǔ)，對(duì)某些任務(wù)的完成有一定的難度。

2.思維能力：有較強(qiáng)的記憶力和模仿能力，有待培養(yǎng)知識(shí)的擴(kuò)展運(yùn)用能力。

3.認(rèn)知心理：有較強(qiáng)的求知欲和表現(xiàn)欲，部分學(xué)生存在不自信，羞于表現(xiàn)等思想顧慮。

三。教學(xué)目標(biāo)

1.語(yǔ)言技能目標(biāo)：

聽(tīng)：能聽(tīng)懂用賓語(yǔ)從句表述的意義。說(shuō)：能運(yùn)用不同賓語(yǔ)從句來(lái)詢問(wèn)和表達(dá)友誼。

讀：能讀懂閱讀文章，理解語(yǔ)篇主題和細(xì)節(jié)。寫(xiě)：能用賓語(yǔ)從句來(lái)寫(xiě)與友誼有關(guān)的短文。

2.語(yǔ)言知識(shí)目標(biāo)：

1）能利用賓語(yǔ)從句討論與友誼有關(guān)的話題。正確使用賓語(yǔ)從句的三種句式。

2）能夠理解下列單詞和詞組：a couple of, junior high school

3）能夠正確使用本模塊中出現(xiàn)的四會(huì)詞及短語(yǔ)。

3.情感態(tài)度目標(biāo)：

1）通過(guò)對(duì)友誼的交流，掌握如何與他人交朋友，理解自己生活中情感影響的重要性。

2）引導(dǎo)學(xué)生與他人合作，相互幫助，共同完成學(xué)習(xí)任務(wù)，盡情享受學(xué)習(xí)的樂(lè)趣。

4.學(xué)習(xí)策略目標(biāo)：

1）自主學(xué)習(xí)能夠結(jié)合個(gè)人的情況預(yù)習(xí)教材和拓展。

2）合作學(xué)習(xí)能夠與同學(xué)交流學(xué)習(xí)心得體會(huì)，共享學(xué)習(xí)策略。

四。教學(xué)重點(diǎn)與難點(diǎn)

教學(xué)重點(diǎn)： 正確運(yùn)用賓語(yǔ)從句描述友誼。

教學(xué)難點(diǎn)： 賓語(yǔ)從句的引導(dǎo)詞、語(yǔ)序及時(shí)態(tài)。

五。教學(xué)過(guò)程

Step 1 Warming up

are you from? is his name?

do you ask? do you ask?

ask where you are ask what his name is.設(shè)計(jì)意圖 通過(guò)問(wèn)與答的形式，呈現(xiàn)賓語(yǔ)從句，為下異步的操練做準(zhǔn)備。

Step 2 Pair work

are you from? is your good friend from?

S1: Where are you from? S1: Where is your good friend from?

S2: I am from… S2: My good friend…is from…

S1: S2 says that he / she is from… S1: S2 says that …

設(shè)計(jì)意圖 聯(lián)系學(xué)生生活實(shí)際，體現(xiàn)用中學(xué)原則。用地圖操練鞏固目標(biāo)句型---that引導(dǎo)的賓語(yǔ)從句。

Step 3 Group work

something about my good friend

S1 has heard that Sally…

S2 knows that Sally…

S3 says that Sally…

I think that Sally…

設(shè)計(jì)意圖 通過(guò)談?wù)撌煜と宋?Sally, 進(jìn)一步加強(qiáng)目標(biāo)語(yǔ)的操練。同時(shí)，相互交流和幫助又培養(yǎng)了合作精神。

Step 4 Presentation

talk

you ever made telephone calls?

Who do you usually call?

a telephone call with a the other students an example.（suppose tomorrow is Saturday, you want to invite someone to have a picnic with you.）

T: Hello, this is Miss Wu I speak to LiHui?

S1: Hello, Miss Wu, this is LiHui are you?

T: I'm fine , ,LiHui, we are going to have a picnic tomorrow, would you like to go with us?

S1: Great!I'd love and where shall we meet?

T: Let's meet at half pass 8, at our school : Ok, see you : See you and find out:

What do Ann's mother and Bill talk about on the phone?

（事先交代情景： Ann's classmate Bill called Ann wasn't 's mother answered the phone.）

Expressions of making telephone calls:

Hello!Could I speak to Ann, please?

I'm afraid she isn't here right I take a message for you?

This is 'll give her the message…

設(shè)計(jì)意圖 新語(yǔ)言項(xiàng)目在情景中自然呈現(xiàn)，比較中、英文打電話的不同用語(yǔ)，引導(dǎo)學(xué)生判斷、總結(jié)，從而達(dá)到理解、學(xué)習(xí)并運(yùn)用語(yǔ)言的目的。充分體現(xiàn)了學(xué)習(xí)的過(guò)程。

Step 5 Practice

and find out how many people you hear.（Turn to page 10-1）

and number the order.（Turn to page 10-2）

a telephone telephoned Father wasn't answered the telephone.（用兩只電話機(jī)讓學(xué)生在課堂上表演）

Activity 5, 2, 3, 4

設(shè)計(jì)意圖 在常規(guī)聽(tīng)力練習(xí)中進(jìn)一步提高學(xué)生聽(tīng)的能力，在盡可能真實(shí)的情景中鞏固打電話用語(yǔ)。

Step 6 Presentation Why does Sally call Chen Huan?

設(shè)計(jì)意圖 激發(fā)求知欲望。順利進(jìn)入新課的學(xué)習(xí)。

Step 7 Listening and reading:（Turn to Page 10-3）

and answer the questions:

1）How many persons are there in the dialogue？

2）Where are they?

and answer（必須用賓語(yǔ)從句回答）

1）What does Chen Huan say? He says that…

2）What does Sally say? She says that …

and check（√）the true sentences.（Turn to Page 11-4）

設(shè)計(jì)意圖 聽(tīng)讀兩方面入手，由易到難，層層推進(jìn)，重視對(duì)學(xué)生學(xué)習(xí)能力和技巧的培養(yǎng)。

Step8 Exercise

the words with their and answer the questions about the words in the box.（Turn to p11-5）

設(shè)計(jì)意圖 由單詞的復(fù)習(xí)過(guò)渡到句子的復(fù)習(xí)，既培養(yǎng)學(xué)生在語(yǔ)境中理解、識(shí)記單詞的能力，又為新課的學(xué)習(xí)起到較好的鋪墊作用。

Homework

your teacher

假設(shè)10年后，你參加工作，當(dāng)了一名記者，回來(lái)看望老師。學(xué)生自由向老師提問(wèn)，老師重復(fù)學(xué)生的問(wèn)題，很自然地引出新知識(shí)---疑問(wèn)句的賓語(yǔ)從句。: Miss Ni, do you still like teaching English?

T: S1 wants to know if I still like teaching 'm glad to tell you that I like teaching English very .給好朋友打個(gè)電話，請(qǐng)他來(lái)參加你的生日晚會(huì)。

設(shè)計(jì)意圖

1.英語(yǔ)是一門(mén)語(yǔ)言，而語(yǔ)言是用來(lái)交際的。只有多聽(tīng)、多讀，才能讓我們的英語(yǔ)說(shuō)得更加流利，掌握得更加牢固。

2.讓學(xué)生學(xué)會(huì)一切可利用的資源來(lái)獲取更多的學(xué)習(xí)信息。學(xué)習(xí)活動(dòng)由課堂向課外延伸。

3.貫徹從師生交流到生生交流的原則，在體現(xiàn)學(xué)生自主學(xué)習(xí)的同時(shí)，注重教師的示范作用。

八年級(jí)下冊(cè)英語(yǔ)課件【篇2】

Lesson 33 教學(xué)設(shè)計(jì)

Teaching content:

1. new words: living room, kitchen, bathroom

2. a dialogue about Li Ming’s arriving in Canada

3. let sb. do sth.

4. introduce sth./sb. to sb.

Lesson objectives

After this lesson, students should be able to

1. understand the meaning of the text

2. remember and use the mastery vocabulary and know some important words for transportation

3. write something about means of transportation

4. understand and write down some missing words as heard in sentences or passages in different contexts

Key points

1. the usage of let

2. introduce sth. to sb.

Difficult points: the usage of let

Teaching aids: a picture of living room/ kitchen/ bathroom, some cards, slide projector

Type: dialogue

Teaching procedure

Class opening (5 minutes)

Introduce the topic for Unit 5. Please read about introducing units in “Teaching Techniques” at the back of this teacher’s guide.

Student book (15 minutes)

There are two reading for this lesson. Teach the first reading. The second reading is for students to use independently.

The readings present new vocabulary and review vocabulary the students have learned in previous lessons.

The new vocabulary for this lesson includes the following words and phrases:

Mastery Vocabulary

Can, on foot, take a plane/train

Can/could I/you…?

Of course.

Oral Vocabulary

Rapid, transportation, type (n.)

Before you begin the reading, introduce unit project 1. See “Teaching Techniques” at the back of this teacher’s guide for general information about introducing unit projects. Also see the Unit 5 introductory page in this teacher’s guide. Instructions for unit project 1 are in the student book.

There are many ways to teach immersion reading. Here are some step-by step instructions for one way to teach the reading in this lesson. Also see “Teaching Techniques” at the back of this teacher’s guide for general information about teaching readings.

Step l: Check to see if the students have previewed the text. Ask if they have any questions concerning the meaning of the text. Encourage other students to try to answer the questions.

Step 2: Play the audiotape. Use your discretion to decide whether you want to spend some time on the new vocabulary. You may want to ask students to explain the meaning of some sentences containing key words. What strategies did they use to puzzle out the meanings? Remember to give lots of praise for a good try, even if it's wrong. It may be helpful to write the following phrases on a large piece of paper or on the blackboard, as a review. This will be helpful for students to refer to in the next step.

(to go) on foot

take a bus/taxi/car

ride a bike/the train

(to go to someplace) in a car

If you wish, you may say something about the word type in comparison with' the word kind, which the students learned in the last unit.

Step 3: Divide the class into small groups. Ask each group to talk about their usual means of transportation in moving around the city and travelling around the country. Encourage students to use the phrases that you have listed as well as to borrow phrases and sentence patterns from the text.

Step 4:Ask for three volunteers to act out the text.

They can choose to read aloud their lines from the reading. They can also improvise and create lines of their own.

Unit project 1: History of a type of transportation (15 minutes)

Begin unit project 1. This project covers three lessons. Working in groups,' students will complete a project to present to the class.

Divide the class into small groups of three or four students. Each group chooses a type of transportation for the project. Instruct students to begin collecting information about that type of transportation. They will prepare a comic strip or timeline of important dates in its development.

Teaching tip

Set up a contest for good group work.

Here's a way to encourage good group work among your students.

Tell the class that each group starts with a score of ten in each of these categories: project plan, cooperation, use of English, quietness, progress, final product. Write these across the top of the blackboard. Along the left side Of the blackboard, write a list of the groups names.

Add or subtract scores according to each group's performance. For example, if a group is trying to use a lot of English, give it two points (so now it has twelve points in that category). If a group is working with too much noise, subtract a point from that group in that category.

Keep track of the scores each day over the course of a project. What group has the highest score?

Activity book (5 minutes)

Play the audiotape. The aural exercises for this lesson are:

1. Listen to the audiotape. Fill in the blanks:

Write the words you hear.

Dinosaur Fun Park

Hi, this is Danny: I will tell you a story about my trip to Dinosaur Fun Park!

Dinosaur Fun Park is a fun place for dinosaurs. There is lots of dinosaur food there. Dinosaur food is very good for dinosaurs. It is like people food, but it is bigger. Dinosaur cookies are as big as kitchen tables. There are lots of dinosaur games, too. Many dinosaurs play dinosaur ping-pong. It is like people ping-pong, but the ball is bigger. Dinosaur ping-pong uses a basketball!

I loved Dinosaur Fun Park, but I am too small to live there. If I grow bigger, maybe I will visit again!

Class closing (5 minutes)

Below is the suggested homework for this lesson. Aim to give students about thirty minutes of homework. Use your discretion in deciding how much. reading or how many exercises to assign as homework. Base your decision on students' progress.

the first reading in the reader

the remaining activity book exercises

the next lesson in the student book

Lesson 34 教學(xué)設(shè)計(jì)

Teaching content

1． new words: refrigerator, inside, wash, juice, pass, knife, mine

2． a dialogue about having breakfast

3． the usage of would like

4． introduce sth.

Lesson objectives

At the end of this lesson, the students should be able to

1. understand the meaning of the text

2. remember and use the mastery vocabulary and know something about the development of the airplane

3. write something about airplanes

Key points

1． Time for sth. =It’s time for sth. =It is time to do sth.

2． What would you like? I would like…

Difficult points: would like to do sth.

Teaching aids: a picture of stove/ refrigerator, sink, some real things or some pictures of food, audiotape

Type: dialogue

Teaching procedure

Class opening (5 minutes)

For ideas and tips on beginning a class, see “Teaching Techniques” at the back of this teacher’s guide.

Student book (15 minutes)

There is one reading for this lesson. The reading presents new vocabulary and reviews the vocabulary students have learned in previous lessons.

The new vocabulary for this lesson includes the following words and phrases:

Mastery Vocabulary

airport, passenger, station, railway, fly

Oral Vocabulary

runway

For general suggestions about teaching immersion reading, please see “Teaching Techniques” in the back of this guide. Here are some step-by-step instructions for one way to teach the reading in this lesson.

Step 1: Check to see if the students have previewed the text. Ask if they have any questions concerning the meaning of the text. Encourage other students to try to answer the questions. Ask if they know anything about airplanes beyond what is said in the reading.

Step 2: Play the audiotape. Have the class follow the audiotape while looking at the text. You can decide whether you think it is necessary to spend some time on the new vocabulary.

Step 3: Ask the students to work individually to summarize the main ideas of the reading in five or six sentences.

Stop 4: Ask for one or two volunteers to read their summaries aloud to the class. Do other students agree with what has been presented as the main ideas? Discuss as a class. Use as much English as possible.

Unit project 1: History of a type of transportation (continued) (15 minutes)

Continue unit project 1. Students continue to work on their projects. Advise students that they should finish the projects during this lesson. They will present their projects during the next lesson.

Activity book (5 minutes)

Play the audiotape. The aural exercises for this lesson are:

1. Listen to the audiotape. Follow 'the instructions.

a. Fill in the blanks. Write the words you hear.

Hi. Do you remember me? My name is Chad! I invented the dog-waterer. Do you have one yet? Thanks to me, there are no more thirsty dogs!

My family went on a trip this summer. We went on a ship. Passengers on the ship could sleep or play games. There were swimming pools and movie theatres on the ship! Our rooms were very big.

My mum and dad liked the ship. They did not have to cook or clean. My dad Cried when our trip was over!

Below is the suggested homework for this lesson.

Aim to give students about thirty minutes of homework. Use your discretion in deciding how much reading or how many exercises to assign as homework. Base your decision on students' progress.

the second reading in the reader

the remaining activity, book exercises

the next lesson in the student book

Lesson 35 教學(xué)設(shè)計(jì)

Teaching content

1． new words: mitten, usually, sometimes, ride, always

2． a dialogue about Li Ming’s going to school in Canada

3． usage of sometimes, usually

Lesson objectives

After this lesson, students should be able to

1. understand the meaning of the text

2. remember and use the mastery vocabulary and know something about the development of the bicycle

3. write something about bicycles

4. understand and write down some missing words as heard in sentences or passages in different contexts

Key points: usage of usually and sometimes

Difficult points: usually and sometimes

Preparations: pictures, audiotape, slide projector

Type: dialogue

Teaching procedure

Class opening (5 minutes)

For ideas and tips on beginning a class, see “Teaching Techniques” at the back of this teacher’s guide.

Student book (15 minutes)

There is one reading for this lesson. The reading presents new vocabulary and reviews the vocabulary students have learned in previous lessons.

The new vocabulary for this lesson includes the following words and phrases:

Mastery Vocabulary

all right, get off, get on, ride, seat (n.)

Oral Vocabulary

pedal (n.). wheel

There are many ways to teach immersion reading.

Here are some step-by-step instructions for one way to teach the reading in this lesson.

Step 1: Check to see if the students have previewed the text.

Ask if they have any questions concerning the meaning of the text. Encourage other students to try to answer the questions. Ask if they know anything about bicycles, beyond what is said in the reading.

Step 2: Play the audiotape. Have the class follow the audiotape while looking at the text. You can decide whether you want to spend some time on the vocabulary listed above.

Step 3: Ask the students to work individually to summarize the main ideas of the reading in five or six sentences.

Step 4: ASk for one or two volunteers to read their summaries aloud to the class. Do other students agree with what has been presented as the main ideas? Discuss as a class. Use as much English as possible.

Unit project 1: History of a type of transportation (Continued 15 minutes)

Conclude unit project 1. Groups present their work to the class. Depending on class size and the length of presentations, you may wish to divide up the class.

Groups would then present their projects to one portion of the class.

Activity book (5 minutes)

Play the audiotape. The aural exercises for this lesson are:

1. Listen to the audiotape. Fill in the blanks.

Write the words you hear.

Babo's Bike, Part One

Have you heard the story of Babo? No?

Then I will tell you about Babo.

Babo lived a long time ago. He did not work hard. He had a big basket. Every morning,

Babo filled the basket with apples. Then he walked along the street. People bought Babo's apples. Babo's basket was always empty when the evening came. But Babo was very poor.

One day, Babo saw a man riding a bicycle:

But it wasn't a bicycle! It had only one wheel! People were watching the man. They were singing, “Ron the Rider! Ron the Rider!” Some of them gave money to Ron.

Class closing (5 minutes)

Below is the suggested homework for this lesson. Aim to give students about thirty minutes of homework. Use your discretion in deciding how much reading or how many exercises to assign as homework. Base your decision on students progress.

the third reading in the reader

the remaining activity book exercises

the next lesson in the student book

LESSON 36 教學(xué)設(shè)計(jì)

Teaching content

1. new words；year, same, glad, classmate

2. a dialogue about Li Ming’s meeting Jenny’s class

3. meet and introduce each other

4. usage of speak and same

Lesson objectives

After this lesson, students should be able to

1. understand the meaning of the song and sing the ong well

2. remember and use the mastery vocabulary

3. understand and write down some missing words as heard in sentences or passages in different contexts

Key points:

1. introduce to each other

2. speak and same

Difficult points: usage of word same

Teaching aids: audiotape, recorder, pictures

Type: dialogue

Teaching procedure

Class opening (5 minutes)

For ideas and tips on beginning a class, see “Teaching Techniques” at the back of this teacher’s guide.

Student book (15 minutes)

The reading for this lesson is a song. The audiotape presents the song; the words to the song are in the student book.

The new vocabulary for this lesson includes the following words and phrases:

Mastery Vocabulary

drive, get in

No Parking!

Yes/Certainly.

You'd better not.

Oral Vocabulary

highway

See “Teaching Techniques” at the back of this teacher's guide for suggestions on teaching songs.

Here are some step-by-step instructions for one way to teach the song in this lesson.

Step 1 Have the class read the lyrics aloud as a poem. You may divide the class into two groups. Each group will read one line at a time. Make sure students can read rhythmically with a good sense of the rhymes!

Step 2: Play the audiotape. Have the class follow in their books.

Step 3: Practice singing the song repeatedly until the students can sing it well.

Class activity How to get from here to there (15 minutes)

In this activity, students can have fun discussing transportation. Write several false statements about transportation on the blackboard. For example:

I will drive my car across the Pacific Ocean to get to Canada.

At the airport, I will take the train to Beijing.

I will fly my bicycle to school.

Ask for volunteers to correct these statements. Then ask each student to make up three false sentences about transportation. Have students choose partners. The students exchange their sentences with their partner. Each partner works to correct the other's sentences. Then students compare their corrections. Do partners agree on how to correct the sentences?

Activity book (5 minutes)

Play the audiotape. The aural exercises for this lesson are:

1. Listen to the audiotape. Fill in the blanks. Write the words you hear.

Babo's Bike, Part Two

Later, Babo saw Ron the Rider walking along the sidewalk. He had his one-wheeled bicycle. “Do you like riding your one-wheeled bicycle?” Babo said to Ron.

“No. It is hard work,” said the man. “And I am poor. 1 work hard and I make little money.”

“I make little money, too,”said Babo. “But I do not work hard. I fill this basket with apples. People come and buy them from me.”

Ron the Rider laughed. “I will give you my one-wheeled bicycle if you give me your basket” he said.

Class closing (5 minutes)

There is no specific reading from the reader to assign as homework for this lesson.

This is a chance for students to catch up if they are behind.

Suggested homework for this lesson includes:

the remaining exercises in the activity book

the next lesson in the student book

diary-writing and ,group verb-tense Studies

Lesson 37 教學(xué)設(shè)計(jì)

Teaching content

1. new words: temperature, outside, cup, shape, circle, line, pizza

2. a dialogue L Ming and his friends

3. how to ask and answer about the temperature

Lesson objectives

1. After this, students should be able to understand the meaning of the text

2. remember and use the mastery vocabulary and know some words that can help one imagine future transporttation

3. write something about transportation in the future

4. understand and write down some missing words as heard in sentences or passages in different contexts.

Key points: express weather

Difficult points: how to express weather

Type: dialogue

Preparations: pictures of different shapes, audiotape, recorder, slide projector

Class opening

For ideas and tips on beginning a class, see “Teaching Techniques” at back of this teacher’s guide. You may wish to have the class sing “Let’s Take a Drive.”

Student book( fifteen minutes)

There is one reading for this lesson. The reading presents new vocabulary and reviews the vocabulary for this lesson includes the following words and phrases:

Mastery Vocabulary

round (adj)

Oral Vocabulary

invent, present (v. ), presentation

Before you begin the reading, introduce unit projects 2. see “ Teaching Techniques” at the back of this teacher’s guide for general information about introductory page in this teacher’s guide, Instructions for unit project 2 are in the student book.

There are many ways to teach immersion reading. Here is some step-by-step instructions for one way to teach the reading in this lesson.

Step 1: Check to see if the students have previewed the reading as required. Ask if they have any questions concerning the meaning of the text.

Encourage other students to try to answer the questions.

Step 2: Play the audiotape. Have the class follow the audiotape while looking at the text. At this point, you may wish to ask the students to explain the meaning of some sentences containing key words or phrases. What strategies did they use to puzzle out the meanings? Remember to give lots of praise for a good try, even if it's wrong.

Step3: Divide the class into small groups. Ask each group to use their imagination and talk about their ideas for new types of transportation. They should try to use what they have learned in this unit to talk about their inventions.

Step 4: Have some groups volunteer to tell the rest of the class about their inventions.

Step 5: If you have time, ask three volunteers to act out the reading in any way they choose.

UNIT PROJECT 2: FUTURE TYPE OFTRANSPORTATION （15 MINUTES)

Begin unit project 2. This project covers two lessons. Divide the class into small groups. Each group thinks up a new type of transportation for the future and begins to prepare a presentation about it for the class. They should include a drawing.

ACTIVITY BOOK (5 MINUTES)

Play the audiotape. The aural exercises for this lesson are:

1. Listen to the audiotape. Follow the instructions.

a. Listen. Fill in the blanks. Write the words you hear.

Babo's Bike, Part Three

Babo learned how to ride Ron's bicycle. It was very hard work to ride the one-wheeled bike. So Babo thought of a new way to make his money.

One day, there was a rope in the air above the street. Babo was on the rope. He was on his one-wheeled bicycle! Babo rode his bike across the rope. Many people stopped to watch. They were very interested. They gave Babo lots of money! Babo was rich!

CLASS CLOSING (5 MINUTES)

Below is the suggested homework for this lesson.

Aim to give students about thirty minutes of homework. Use your discretion in deciding how much reading or how many exercises to assign as homework. Base your decision on students' progress.

the fourth reading in the reader

the remaining activity book exercises

the next lesson in the student book

Lesson 38 教學(xué)設(shè)計(jì)

TEACHINGCONTENT

1. new words: dry, bike, bear

2. a dialogue between Li Ming and his teacher

3. usage of some words: always, usually, sometimes, never

KEY AND DIFFICULT POINTS: usage of some adverbs: always, usually, sometimes, never

TYPE: dialogue

TEACHING AIDS: some different tapes, audiotape, recorder, slide projector

LESSON OBJECTIVES

After this lesson, students should be able to

1. understand the meaning of the text

2. remember and use the mastery vocabulary and know some words that can help one imagine new types of transportation

3. write something about future transportation

4. understand and write down some missing words as heard in sentences or passages in different contexts

CLASS OPENING (5 MINUTES)

For ideas and tips on beginning a class, see “Teaching Techniques” at the back of this teacher's guide .You may wish to have the class sing “Let's Take a Drive,”

STUDENT BOOK (15 MINUTES)

There is one reading for this lesson. The reading reviews the vocabulary students have learned in previous lessons. There is no new vocabulary for this lesson.

There are many ways to teach immersion reading.

Here are some step-by-step instructions for one way to teach the reading in this lesson.

Step 1: Check to see if the students have previewed the text as required. Ask if they have any questions. Encourage other students to try to answer the questions. To check how well students understand this reading, you may find it helpful to ask questions such as:

Who is Sam? When and where did you meet him?

What new type of transportation would Sam like to invent'?

Step 2: Play the audiotape.

Step 3: Discuss the reading with students. Use as much English as possible. Ask questions to make it easier for students to participate in the discussion. Ask questions such as:

What is space?

What is a spaceship?

Do you have an idea for a future type of transportation?

Is Sam's idea for a future type of transportation the same as yours?

Step 4: Divide the class into small groups. Ask each group to continue to talk about their ideas of inventions by using words, expressions and sentence patterns they have learned in this unit. Instruct the groups to write five to six sentences describing their inventions. If there is time, have some groups share what they have written with the rest of the class.

UNIT PROJECT 2: FUTURE TYPE OF TRANSPORTATION (CONTINUED) (15 MINUTES)

Conclude unit project 2. The groups present their future type of transportation to the class. Depending on class size and the length of presentations, you may wish to divide up the class. Groups would then present their projects to one portion of the class.

ACTIVITY BOOK (5 MINUTES)

Play the audiotape. The aural exercises for this lesson are:

1. Listen to the audiotape. Look at these questions.

Can you choose the correct answers? Please try.

1. Tom says, “I like this TV show very much.”

2. Li Ming says, “It is October 1. It is China's National Day.”

3. Li Ming Says, “1 would like brown shoes, please?

4. Li Ming says, ”Where are you getting off?“ Wang Mei says, ”At the next stop. Where are you getting off?“

Li Ming says, ”The stop after next.“

CLASS CLOSING (5 MINUTES)

Below is the suggested homework for this lesson. Aim to give students about thirty minutes of homework. Use your discretion in deciding how much reading or how many exercises to assign as homework. Base your decision on students' progress.

the fourth reading in the reader

the remaining activity book exercises

the next lesson in the student book

Lesson 39 教學(xué)設(shè)計(jì)

TEACHING CONTENT

1. mastery words; watch, toilet

2. a dialogue and a short text

3. the Present Continuous Tense

LESSON OBJECTIVES

After this lesson, students should be able to

1. understand the meaning of the text

2. memorize what is reviewed in this lesson and talk/write something about a fun project for inventions

3. understand and write down some missing words as heard in sentences or passages in different contexts

KEY POINTS

1. the Present Continuous Tense

2. look, watch and see

DIFFICULT POINTS: the Present Continuous Tense

TYPE: a dialogue and a short text

TEACHING AIDS: some food, some pictures of furniture, audiotape, recordeer

CLASS OPENING (5 MINUTES)

For ideas and tips on beginning a class, see ”Teaching Techniques“ at the back of this teacher's guide. You may wish to have the class sing ”Let's Take a Drive.“

STUDENT BOOK (10 MINUTES)

There is one reading for this lesson. It reviews the vocabulary for this unit. There is no new vocabulary in this lesson.

There are many ways to teach immersion reading. Here are some step-by-step instructions for one way to teach the reading in this lesson. Also see ”Teaching Techniques“ at the back of this teacher's guide for more general information about teaching readings.

Step 1: Check to see if the students have previewed the text as required. Ask if they have any questions. Encourage other students to try to answer the questions. As a quick review, ask students to name the words they know for different kinds of vehicles.

Step 2: Play the audiotape.

Step 3: Depending upon how much time you have you may divide the class into small groups. Ask each group to think about, discuss and then write an e-mail in response to Jenny's e-mail to Li Ming. if there is time, ask some groups to share their writings with the rest of the class.

VERBS (20 MINUTES)

Review the irregular verbs in this unit: drive, ride and sly. See ”Teaching Techniques“ at the back of this teacher's guide for recommended methods of teaching verbs.

Review the verb can, which is also in this unit.

This is a special verb, like might. The students learned the verb ”might' in Level 1 of junior school.

Do they remember what might means? Write this list on the blackboard:

I go. I might go.

He goes. He might go.

We go. We might go.

I run. I might run.

He runs. He might run.

We run. We might run.

Now ask for volunteers to write the same phrases with the word “can.”

I can go.

He can go.

We can go.

I can run.

He can run.

We can run.

What do the phrases mean? “I (verb)” describes what you are doing now. “I might ” expresses uncertainty. You might do something, but you might not. “1 can” expresses an ability. If you can do something, you are able to do it.

Sometimes “can” expresses permission. For example, you might ask your parents: “Can I go to the cinema?” If they permit you to go, they might say: “Yes, you can.”

ACTIVITY BOOK (5 MINUTES)

Play the audiotape. The aural exercises for this lesson are:

1. Listen to the audiotape. Look at these questions. Can you choose the correct answers? Please try.

1. Li Ming says, “It is cold, isn't it?”

Wang Mei says, “Yes it is. It might get colder. It might snow.”

2. Mrs. Brown says, “There will be a good program on TV. It is about making movies. Don't forget to watch it. ?'

3. Brian says, ”I saw Tim today. He is my good friend. I haven't seen him for many weeks. He looks great. I saw him at a restaurant.“

4. Danny says, ”I'm looking for Brian. I can't find him. Have you seen him?“

Jenny says, ”Yes. I saw him in the library.

He was looking up some words in the dictionary."

CLASS CLOSING (5 MINUTES

There is no specific reading from the reader to assign as homework for this lesson. This is a chance for students to catch up if they are behind.

Suggested homework for this lesson includes:

the remaining exercises in the activity book

八年級(jí)下冊(cè)英語(yǔ)課件【篇3】

八年級(jí)下冊(cè)英語(yǔ)說(shuō)課稿范文全英文 第1篇

一、說(shuō)教材

1、教材的地位和作用

在單元第10課是一篇題為“ MAKF OUR WORLD MORE BEAUTIFUL ^v^的閱讀教材，通過(guò)對(duì)環(huán)境保護(hù)這一話題的敘述增強(qiáng)學(xué)生環(huán)境保護(hù)的意識(shí)，懂得如何在日常生活中保護(hù)環(huán)境，文中主要運(yùn)用現(xiàn)在完成時(shí)態(tài)的句子，其中也穿插了一般現(xiàn)在時(shí)和過(guò)去時(shí)，學(xué)生在特定的語(yǔ)境中感覺(jué)和發(fā)現(xiàn)英語(yǔ)時(shí)態(tài)的變化，從而達(dá)到正確運(yùn)用英語(yǔ)的時(shí)態(tài)能力。

2、教學(xué)目的

教學(xué)大綱指出要從英語(yǔ)的學(xué)科的特點(diǎn)出發(fā)，激發(fā)培養(yǎng)學(xué)

生的興趣，幫助學(xué)生樹(shù)立學(xué)習(xí)英語(yǔ)的信心，克服學(xué)習(xí)中產(chǎn)生的畏懼心理和困難，建立語(yǔ)感，掌握語(yǔ)言基本知識(shí)和技能。

(1)知識(shí)目標(biāo)

這一課的知識(shí)目標(biāo)很明確，就是圍繞“環(huán)境保護(hù)”這一話題，繼續(xù)學(xué)習(xí)和鞏固現(xiàn)在完成時(shí)態(tài)的用法，利用本課所學(xué)習(xí)的話題，把功能與語(yǔ)法教學(xué)緊密結(jié)合一起。

(2)能力目標(biāo)

本課首先利用課前問(wèn)題(pre-reading questions )，啟發(fā)學(xué)生利用已有的知識(shí)經(jīng)驗(yàn)，對(duì)課文內(nèi)容進(jìn)行預(yù)測(cè)，就有關(guān)話題開(kāi)展討論，通過(guò)閱讀驗(yàn)證自己的推測(cè)，吸取信息，掌握新的知識(shí)，豐富經(jīng)驗(yàn)，從而達(dá)到獨(dú)立閱讀的能力。

3、教材的重點(diǎn)、難點(diǎn)、關(guān)鍵

(1)重點(diǎn)：本課重點(diǎn) 在其運(yùn)用完成時(shí)態(tài)的句子談?wù)摥h(huán)保這一話題。

(2)難點(diǎn)：對(duì)課文內(nèi)容及時(shí)態(tài)含義的理解。

(3)關(guān)鍵：在于是否能突破難關(guān)，達(dá)到正確運(yùn)用完成時(shí)態(tài)表達(dá)句意、理解全文的目標(biāo)。

八年級(jí)下冊(cè)英語(yǔ)說(shuō)課稿范文全英文 第2篇

各位評(píng)委老師上午好!

今天我說(shuō)課的內(nèi)容是新目標(biāo)英語(yǔ)八年級(jí)上冊(cè)Unit4 How do you get to school?第一課時(shí)(1a---1c)。教材分析 (一) 教材的地位和作用

本課為新目標(biāo)八年級(jí)上冊(cè)第四單元的第一課時(shí)。本單元的中心話題是“transportation”,它與學(xué)生的日常生活緊密聯(lián)系在一起的本課的教學(xué)圍繞“談?wù)撊绾稳ド蠈W(xué)”這一話題展開(kāi)教學(xué)，引導(dǎo)學(xué)生通過(guò)本課的語(yǔ)言素材看圖說(shuō)話、句型操練、實(shí)際描述，對(duì)話表演使學(xué)生學(xué)會(huì)用英語(yǔ)。本課還學(xué)習(xí)以how引導(dǎo)的特殊疑問(wèn)句，通過(guò)問(wèn)答訓(xùn)練，進(jìn)一步提高學(xué)生聽(tīng)、說(shuō)、讀、寫(xiě)綜合素質(zhì)能力。 (二)教學(xué)目標(biāo)(知識(shí)目標(biāo)、能力目標(biāo)、情感目標(biāo)、學(xué)習(xí)策略目標(biāo)) 1.知識(shí)目標(biāo)

(1)掌握新單詞：

subway heytrain (2)掌握以how引導(dǎo)的特殊疑問(wèn)句的問(wèn)答

How do you get to school ? How does he / she get to school?

2.能力目標(biāo)

提高學(xué)生聽(tīng)，說(shuō)，讀，寫(xiě)，綜合運(yùn)用知識(shí)的能力。

3.德育目標(biāo)

發(fā)揮學(xué)生的潛能，能談?wù)撟约杭爸車说纳蠈W(xué)，上班，回家，或旅游的交通方式，調(diào)動(dòng)學(xué)生應(yīng)用英語(yǔ)的積極性，學(xué)會(huì)關(guān)心別人。

確立教學(xué)目標(biāo)的依據(jù)： 根據(jù)英語(yǔ)教學(xué)大綱規(guī)定，通過(guò)聽(tīng)、說(shuō)、讀、寫(xiě)的訓(xùn)練，使學(xué)生獲得英語(yǔ)基礎(chǔ)知識(shí)和為交際初步運(yùn)用英語(yǔ)的能力，激發(fā)學(xué)生的學(xué)習(xí)興趣，為進(jìn)一步學(xué)習(xí)打好初步的基礎(chǔ)。此外，也根據(jù)我國(guó)國(guó)情和外語(yǔ)教學(xué)大綱的要求，根據(jù)現(xiàn)階段外語(yǔ)教學(xué)的素質(zhì)教育的要求. (三)重點(diǎn)和難點(diǎn)：

根據(jù)本課的教學(xué)內(nèi)容及在本單元中的地位，與學(xué)生的實(shí)際情況，制定以下的重點(diǎn)與難點(diǎn)

重點(diǎn)：以how引導(dǎo)的特殊疑問(wèn)句; How do you get to school ? How does he/she get to school? I take the bus . He/She takes the train.

難點(diǎn)：多種搭乘交通工具的表達(dá)方式 (四)教學(xué)輔助工具：圖表 ，多媒體。 二、學(xué)情分析

經(jīng)過(guò)一年多的英語(yǔ)學(xué)習(xí)學(xué)生已具有一定的英語(yǔ)綜合能力，也積累了一定的英語(yǔ)詞匯量，如相關(guān)的交通工具名稱。同時(shí)已熟悉了一般現(xiàn)在時(shí)第三人稱單數(shù)動(dòng)詞的變化。本課學(xué)習(xí)不會(huì)很困難。

1、教學(xué)方法：

結(jié)合教材及學(xué)情，遵循教學(xué)原則和認(rèn)知規(guī)律，采用情景教學(xué)法，聽(tīng)說(shuō)法，導(dǎo)入話題，采用任務(wù)型教學(xué)途徑，在活動(dòng)中以循序漸進(jìn)法來(lái)突破重點(diǎn)，讓學(xué)生在用中學(xué)、學(xué)中用。

(1) 情景教學(xué)法：聯(lián)系實(shí)際生活，創(chuàng)設(shè)情景，激活學(xué)生的想像力，激發(fā)學(xué)生使用英語(yǔ)進(jìn)行交流的興趣和欲望。

(2) 聽(tīng)說(shuō)法：用師生，生生互動(dòng)的方式，共同觀察圖片，激活學(xué)生的已有知識(shí)，使學(xué)生主動(dòng)建構(gòu)自己的語(yǔ)言知識(shí)，從而有效地習(xí)得語(yǔ)言。

(3) 任務(wù)型語(yǔ)言模式：根據(jù)學(xué)生實(shí)際，以學(xué)生為中心，合理組織教學(xué)，把各個(gè)教學(xué)目標(biāo)融入到教學(xué)任務(wù)中，學(xué)生完成任務(wù)過(guò)程就是課堂教學(xué)的過(guò)程，即Learning by doing ,doing is learning.學(xué)生在教師指導(dǎo)下通過(guò)體驗(yàn)、實(shí)踐、參與、探索和合作等方式，發(fā)現(xiàn)語(yǔ)言規(guī)律，逐步掌握語(yǔ)言知識(shí)和技能，學(xué)生的自信感逐步增強(qiáng)，從而體驗(yàn)到成功的喜悅。

2、學(xué)習(xí)策略：

以學(xué)生為中心，通過(guò)觀察課件畫(huà)面，進(jìn)行兩人一組的pairwork情景對(duì)話練習(xí)。還有四人一組的小組合作學(xué)習(xí)，讓學(xué)生學(xué)會(huì)分工合作，在合作中，相互探討、交流，從而獲得知識(shí)，技能和情感體驗(yàn)。利用朗朗上口的chant,調(diào)動(dòng)學(xué)生的學(xué)習(xí)積極性，同時(shí)培養(yǎng)語(yǔ)言的節(jié)奏感.

四.教學(xué)流程

Step 1. Greetings

Good morning ?

How are you?

How the weather today ?

意圖：. 復(fù)習(xí)日常用語(yǔ)，準(zhǔn)備進(jìn)入新課。

Step2 Lead—in

Show a picture from the house to the school .Ask Ss ,How do get to school?

A student replies,Bike,say,oh,you ride your repeat. I ride my bike .the class ,Today we’re taking about how you get to school.

意圖：.通過(guò)創(chuàng)設(shè)語(yǔ)言場(chǎng)景，讓學(xué)生清楚明確本節(jié)課要學(xué)什么。

about transportation

Let the Ss look at the pictures on the screen and teach them words about transportation

bicycle/ bike subway train bus car taxi plane ship

Encourage the Ss to say more transportation ways

walk /on foot motorbike …

意圖:為下一步的情景對(duì)話做好鋪墊。

Step4 presentation

Show some pictures in ppt

How do you get to school ? take the train /car/plane

I walk to school. / I go to school on foot take subway /ship/bus

I take the bus. ride my bike/bicycle

How does he /she get to school? He /She takes the bus to school.

方法：師生問(wèn)答、生生問(wèn)答，兩人一組對(duì)話

意圖聯(lián)系實(shí)際生活，創(chuàng)設(shè)情景，激活學(xué)生的想像力，激發(fā)學(xué)生使用英語(yǔ)進(jìn)行交流的興趣和欲望

學(xué)會(huì)掌握以how引導(dǎo)的特殊疑問(wèn)句，以及多種交通方式的表達(dá)。掌握本課的重難點(diǎn)。

Step51a

Books open! Write down more ways to get to school. Check the answers and read gether.

意圖：鞏固搭乘交通工具的多種表達(dá)

Step61b(listening)

Let the Ss listen and write numbers

意圖：訓(xùn)練學(xué)生的聽(tīng)力能力

Look at the conversation

先讓學(xué)生讀出對(duì)話, 再學(xué)生兩人一組做對(duì)話，談?wù)搱D中的人都是怎樣上學(xué)的，最后， 讓幾組同學(xué)到班級(jí)前做對(duì)話。

意圖：運(yùn)書(shū)上的情景圖再反復(fù)操練how引導(dǎo)的特殊疑問(wèn)句，以及多種交通方式的表達(dá)。掌握本課的重難點(diǎn)

Do you go to school by bus or by bike?

I go to school by bike or by bike. Do you go to Shanghai by plane or by bike? I go to Shanghai by plane or by plane. Do you go to Xi’an by train or by train? I go to Xi’an by train ,by train . 意圖：讓學(xué)生在輕松愉快中學(xué)習(xí),迎合學(xué)生的年齡特點(diǎn)。

(groupwork)

Work in group of four ,talk about how do you get to school?,and fill in the chart.

Name

Get to school

意圖：通過(guò)小組活動(dòng)，培養(yǎng)合作學(xué)習(xí)意識(shí)?；顒?dòng)中小組進(jìn)行明確的分工，一名為記錄員，一名為匯報(bào)員。最后統(tǒng)計(jì)出全班有多少人步行，有多少人騎自行車，坐公交去上學(xué)。

Step 10..Exercise

一. 用所給詞的適當(dāng)形式填空。 often (ride ) to school,but sometimes he (walk) to school.

mother always ( go ) to work by bus

3. Tom never ( take) the train to school .

I ( walk) to school .

( do ) your sister get to school ?

二. 將下列句子改為同義句 often go to school by bus . I often a bus school. rides to work on M ondays. Jane goes to work on Mondays .

Jane goes to work on Mondays.

gets to school on foot every day. He to school every day . 意圖：鞏固本節(jié)課所學(xué)的內(nèi)容，糾正學(xué)生容易出現(xiàn)的錯(cuò)誤：一般現(xiàn)在時(shí)動(dòng)詞第三人稱單數(shù)的變化，以及動(dòng)詞短語(yǔ)take the +交通工具 可以替換成介詞by +交通工具，注意他們?cè)诰渲械奈恢貌煌?。同時(shí)為下節(jié)課掃除障礙。

1. Recite the new words 2. make conversations

Blackboard design

Unit4 How do you get to school?

A:How do you get to school? take the bus/train/subway/ship/

B:I ride my bike. ride a bike

A:How does he get to school? Walk/on foot

B:He walks to school.

板書(shū)設(shè)計(jì) (根據(jù)本課的重難點(diǎn))

本課以素質(zhì)教育為目的，結(jié)合教材重點(diǎn)、難點(diǎn)及英語(yǔ)學(xué)科特點(diǎn)，利用任務(wù)型教學(xué)，從聽(tīng)、說(shuō)、讀、寫(xiě)等方面使學(xué)生得到鍛煉，在愉快、輕松的氛圍中溫故而知新，達(dá)到初步運(yùn)用英語(yǔ)交際的能力。

希望各位專家領(lǐng)導(dǎo)對(duì)本堂說(shuō)課提出寶貴意見(jiàn),謝謝!

八年級(jí)下冊(cè)英語(yǔ)說(shuō)課稿范文全英文 第3篇

大家好！

今天我將要為大家講的課題是： 沒(méi)有細(xì)胞結(jié)構(gòu)的微小生物病毒 .

一、指導(dǎo)思想

生物科學(xué)不僅是眾多事實(shí)和理論，也是一個(gè)不斷探究的過(guò)程。因此本節(jié)課的指導(dǎo)思想是：走進(jìn)新課程，運(yùn)用探究性學(xué)習(xí)，改變學(xué)生的學(xué)習(xí)方式，培養(yǎng)學(xué)生搜集和處理科學(xué)信息的能力、獲取新知的能力、以及交流與合作的能力。

二、教材分析

1、本節(jié)內(nèi)容在全書(shū)及章節(jié)的地位：《病毒》是人教版幼師教材全一冊(cè)第二部分微生物中第三章。在此之前，學(xué)生已學(xué)習(xí)了前兩章細(xì)菌、真菌等有關(guān)微生物的知識(shí)，這為過(guò)渡到本節(jié)的學(xué)習(xí)起著鋪墊作用。本節(jié)內(nèi)容與學(xué)生的生活及將來(lái)的幼教工作息息相關(guān)。因此，在教材中占據(jù)重要的地位。

2、教學(xué)重點(diǎn)

（1） 病毒的形態(tài)結(jié)構(gòu)和生命活動(dòng)的特點(diǎn)。

（2） 病毒與人類的關(guān)系。

3、教學(xué)難點(diǎn)

病毒的結(jié)構(gòu)和繁殖。

三、學(xué)情分析

本 節(jié)的教學(xué)對(duì)象為學(xué)前二年級(jí)學(xué)生。通過(guò)第一部分的學(xué)習(xí)，學(xué)生已經(jīng)掌握了生物體的基本結(jié)構(gòu)，植物的形態(tài)、結(jié)構(gòu)、生命活動(dòng)等知識(shí)；已學(xué)會(huì)初步的觀察、分析、比較 等研究生物學(xué)的方法。具備了獨(dú)立學(xué)習(xí)本節(jié)部分內(nèi)容的知識(shí)和能力基礎(chǔ)。她們對(duì)本節(jié)課涉及的有關(guān)病毒與人類關(guān)系，在生活中已有一定的感性認(rèn)識(shí)。但對(duì)病毒的形態(tài) 結(jié)構(gòu)、生命活動(dòng)的知識(shí)，難以理解。

四、教學(xué)目標(biāo)設(shè)計(jì)

1、基礎(chǔ)知識(shí)目標(biāo)：

（1） 通過(guò)學(xué)習(xí)使學(xué)生知道病毒的形態(tài)結(jié)構(gòu)特點(diǎn)。

（2） 通過(guò)學(xué)習(xí)讓學(xué)生識(shí)記病毒的生命活動(dòng)特點(diǎn)

（3） 通過(guò)學(xué)習(xí)使學(xué)生知道病毒對(duì)植物、動(dòng)物和人體的危害以及病毒在生物防治上的作用。

（4） 通過(guò)學(xué)習(xí)讓學(xué)生識(shí)記細(xì)菌病毒——噬菌體的有關(guān)知識(shí)。

2、能力訓(xùn)練目標(biāo)：

（1） 通過(guò)學(xué)習(xí)使學(xué)生初步具有進(jìn)一步獲取課本以外的生物學(xué)信息的能力。

（2） 通過(guò)學(xué)習(xí)培養(yǎng)學(xué)生的分析問(wèn)題，解決問(wèn)題的能力，以及交流與合作的能力。

3、思想情感目標(biāo)：

通過(guò)學(xué)習(xí)對(duì)學(xué)生進(jìn)行辯證唯物主義思想教育。

五、教法設(shè)計(jì)

1、直觀教學(xué)法

通過(guò)動(dòng)畫(huà)課件等直觀教學(xué)手段，創(chuàng)設(shè)生物微觀世界，激起學(xué)生的感性認(rèn)識(shí)，獲得生動(dòng)的表象，使學(xué)生能比較全面地掌握知識(shí)，比較深刻地掌握和理解教學(xué)內(nèi)容。

2、探究式教學(xué)

使學(xué)生初步學(xué)會(huì)生物科學(xué)探究的一般方法，發(fā)展學(xué)生提出問(wèn)題、作出假設(shè)、制定計(jì)劃、實(shí)施計(jì)劃、得出結(jié)論、表達(dá)和交流的科學(xué)探究能力。

六、學(xué)法指導(dǎo)

我們常說(shuō)：^v^現(xiàn)代的文盲不是不識(shí)字的人，()而是沒(méi)有掌握學(xué)習(xí)方法的人^v^,因而在教學(xué)中要特別重視學(xué)法的指導(dǎo)。

八年級(jí)下冊(cè)英語(yǔ)說(shuō)課稿范文全英文 第4篇

一、教材分析

在本節(jié)中有一個(gè)“膝跳反射”的實(shí)驗(yàn)和“測(cè)定反應(yīng)速度”的探究活動(dòng)，通過(guò)膝跳反射可引出反射的定義和反射弧的組成?！皽y(cè)定反應(yīng)速度”的探究活動(dòng)，不需要任何復(fù)雜的實(shí)驗(yàn)儀器和設(shè)備，只是需要二至三人一組，相互配合來(lái)完成，從而加深學(xué)生對(duì)基礎(chǔ)知識(shí)的理解，充滿情趣。培養(yǎng)學(xué)生的多種能力，培養(yǎng)學(xué)生樂(lè)于探索生命的奧秘，培養(yǎng)實(shí)事求是的態(tài)度，進(jìn)行情感態(tài)度，價(jià)值觀的教育。

二、教學(xué)目標(biāo)

(一)知識(shí)性目標(biāo)

本節(jié)課的內(nèi)容都是以生活事例來(lái)引出相關(guān)知識(shí)的。而且這些事例都是生活中常見(jiàn)的，學(xué)生們?nèi)菀桌斫?。本?jié)課以課標(biāo)為依據(jù)減少了一些名詞術(shù)語(yǔ)。例舉了“望梅止渴”的例子，來(lái)加深學(xué)生對(duì)知識(shí)的理解。利用這些事例來(lái)激發(fā)學(xué)生的學(xué)習(xí)興趣，由淺入深的將知識(shí)由感性上升到理性認(rèn)識(shí)，符合認(rèn)知規(guī)律。我旨在通過(guò)學(xué)習(xí)讓學(xué)生掌握以下幾個(gè)方面：

1、描述出人體神經(jīng)調(diào)節(jié)的基本方式。

2、能夠舉例說(shuō)出簡(jiǎn)單的反射和復(fù)雜的反射。

3、簡(jiǎn)單說(shuō)出反射弧的構(gòu)成。

(二)技能性目標(biāo)：本節(jié)課推出了一個(gè)實(shí)驗(yàn)和一個(gè)探究活動(dòng)，這更加豐富了課堂內(nèi)容。通過(guò)活動(dòng)，學(xué)生不僅能夠鞏固所學(xué)的基礎(chǔ)知識(shí)，還能加強(qiáng)多種能力的培養(yǎng)。寓教于樂(lè)，讓學(xué)生在動(dòng)手操作，動(dòng)腦思考中來(lái)理解知識(shí)，更體現(xiàn)了素質(zhì)教育。因此，確定能力目標(biāo)如下：

1、模仿教師的演示，學(xué)習(xí)膝跳反射實(shí)驗(yàn)的方法。

2、體驗(yàn)科學(xué)探究活動(dòng)。

3、通過(guò)小組學(xué)習(xí)，來(lái)逐步培養(yǎng)學(xué)生團(tuán)結(jié)協(xié)作，歸納整理及表達(dá)交流的能力。

(三)情感、態(tài)度、價(jià)值觀

由于我校教學(xué)條件有限，通過(guò)學(xué)習(xí)、做實(shí)驗(yàn)和參與探究活動(dòng)，在情感、態(tài)度、價(jià)值觀方面確定以下幾點(diǎn)：

1、培養(yǎng)學(xué)生實(shí)事求是的科學(xué)態(tài)度。

2、激發(fā)學(xué)生樂(lè)于探索生命奧秘的興趣。

教學(xué)重點(diǎn)：描述出人體神經(jīng)調(diào)節(jié)的基本方式。

教學(xué)難點(diǎn)：識(shí)別簡(jiǎn)單的反射和復(fù)雜的反射。

教材教法：教師采用學(xué)導(dǎo)式教學(xué)方法，學(xué)生進(jìn)行自主性的探究學(xué)習(xí)。

三、教學(xué)預(yù)設(shè)

結(jié)合實(shí)際情況，根據(jù)教材內(nèi)容的容量和參考書(shū)的要求，我將本課課時(shí)預(yù)定為2課時(shí)?，F(xiàn)將第一課時(shí)的教學(xué)過(guò)程和活動(dòng)預(yù)設(shè)如下：

(一)創(chuàng)設(shè)情境，激發(fā)學(xué)習(xí)興趣

興趣是最好的老師，讓學(xué)生參與到教學(xué)活動(dòng)中，親身經(jīng)歷，親身感受，緊扣人與環(huán)境相互關(guān)系的主題。

以小實(shí)驗(yàn)活動(dòng)進(jìn)入新課。

在講解新課之前讓學(xué)生配合教師完成一個(gè)小實(shí)驗(yàn)：一名學(xué)生被蒙住眼睛，教師用一個(gè)牙簽刺其手指，其他學(xué)生觀察該學(xué)生做出的反應(yīng)。只是該名學(xué)生感受到了，為了讓其他學(xué)生也親身經(jīng)歷、親自去感受，我又讓學(xué)生之間相互配合去完成一個(gè)小活動(dòng)——打手板：甲學(xué)生去打乙學(xué)生的手掌，乙學(xué)生迅速躲避。每位學(xué)生進(jìn)行十次，看看誰(shuí)被打到的次數(shù)是最少的。

學(xué)生做完小活動(dòng)之后，給學(xué)生設(shè)立一個(gè)問(wèn)題：這兩個(gè)活動(dòng)是在人體什么系統(tǒng)的調(diào)節(jié)下完成的呢?學(xué)生回答后，教師又繼續(xù)設(shè)疑：該系統(tǒng)是通過(guò)什么方式來(lái)調(diào)節(jié)的呢?這節(jié)課我們就來(lái)探究這方面的問(wèn)題。利用計(jì)算機(jī)展示出本課的課題“神經(jīng)調(diào)節(jié)的基本方式——反射”，很自然的引出新課。

由親身感受實(shí)驗(yàn)和對(duì)事例的分析，總結(jié)出反射的概念。 師說(shuō)“面對(duì)課題學(xué)生可能會(huì)產(chǎn)生疑問(wèn)：反射!什么是反射呀?先不急于知道，我們?cè)賮?lái)做一個(gè)小實(shí)驗(yàn)。該實(shí)驗(yàn)是醫(yī)學(xué)上常用來(lái)了解人體神經(jīng)系統(tǒng)對(duì)外界刺激發(fā)生反應(yīng)的情況的，這就是——膝跳反射”教師用計(jì)算機(jī)展示出“膝跳反射”的實(shí)驗(yàn)要求、步驟及注意事項(xiàng)，并請(qǐng)一位學(xué)生配合教師進(jìn)行演示。由兩名學(xué)生組合成一個(gè)小組去進(jìn)行該實(shí)驗(yàn)。實(shí)驗(yàn)后請(qǐng)學(xué)生分別來(lái)談?wù)劯惺埽⒗^續(xù)又舉出排尿反射和課上的縮手反射，請(qǐng)學(xué)生們以前后兩人為一個(gè)討論小組進(jìn)行分析：這幾個(gè)活動(dòng)都稱之為“反射”，那么反射是由人體的哪個(gè)系統(tǒng)在什么條件下產(chǎn)生的具有什么特點(diǎn)的反應(yīng)活動(dòng)呢?在教師的引導(dǎo)下學(xué)生嘗試著自己來(lái)總結(jié)、歸納出反射的定義，最后由教師用計(jì)算機(jī)展示出反射的定義，這樣使得學(xué)生對(duì)所獲得的知識(shí)印象深刻。

(二)融會(huì)貫通，用所學(xué)知識(shí)解釋一些日常生活事例，突破重難點(diǎn)。

本著《課程標(biāo)準(zhǔn)》中的倡導(dǎo)探究性學(xué)習(xí)，力圖改變學(xué)生的學(xué)習(xí)方式的理念，讓學(xué)生能夠通過(guò)自學(xué)或合作學(xué)習(xí)總結(jié)歸納出相應(yīng)的知識(shí)點(diǎn)，并且能夠?qū)W以致用。如果學(xué)到了一些知識(shí)，而不能將它運(yùn)用到生產(chǎn)生活中去解決實(shí)際問(wèn)題，我想這應(yīng)該是教育的一個(gè)遺憾。通過(guò)學(xué)習(xí)可以逐步培養(yǎng)學(xué)生團(tuán)結(jié)協(xié)作、整理歸納的能力。

運(yùn)用反射的概念來(lái)解釋一些人的活動(dòng)，從而說(shuō)出反射是人體神經(jīng)調(diào)節(jié)的基本方式，從而解決教學(xué)重點(diǎn)。

“既然我們現(xiàn)在知道了反射的定義，那么誰(shuí)還能舉出其它反射的例子呢?并說(shuō)明為什么這些事例是屬于反射活動(dòng)?”學(xué)生討論并回答。這樣不但是學(xué)以致用，而且還逐步培養(yǎng)了學(xué)生的分析能力。

分析事例，找出本質(zhì)上的區(qū)別，識(shí)別出哪些是簡(jiǎn)單的反射，哪些是復(fù)雜的反射，從而解決教學(xué)難點(diǎn)。

“對(duì)方才大家所舉出的例子，我們來(lái)分析以下，看哪些是人類生來(lái)就會(huì)的、比較簡(jiǎn)單的反射活動(dòng)呢?哪些又是人類經(jīng)過(guò)長(zhǎng)期的生活經(jīng)驗(yàn)積累起來(lái)形成的比較復(fù)雜的反射呢?”教師和學(xué)生一同進(jìn)行分析，促使學(xué)生又能舉出其它反射的例子。

(三)學(xué)科整合、寓教于樂(lè)，增加學(xué)生對(duì)所學(xué)知識(shí)的理解。

擴(kuò)大學(xué)生的知識(shí)面，體現(xiàn)學(xué)科整合的教育機(jī)制，使活躍的課堂氣氛活躍起來(lái)，將感性認(rèn)識(shí)上升到理性認(rèn)識(shí)，加深對(duì)知識(shí)的理解

“我們?cè)谇懊嫠e出的例子都是人類的一些反射的例子，那么動(dòng)物是否也具有反射活動(dòng)呢?請(qǐng)舉例說(shuō)明!”學(xué)生舉例后，教師設(shè)問(wèn)“人和動(dòng)物都具有反射活動(dòng)，哪些反射活動(dòng)是人類所特有的呢?”進(jìn)而引出“與語(yǔ)言文字相關(guān)的反射”是人類所特有的這一知識(shí)點(diǎn)，對(duì)于該知識(shí)點(diǎn)除了教材中的“望梅止渴”的成語(yǔ)典故，教師又用計(jì)算機(jī)展示出“畫(huà)餅充饑”和“杯弓蛇影”成語(yǔ)典故的例子，讓學(xué)生來(lái)進(jìn)行翻譯和分析。又加進(jìn)了“聽(tīng)口令，做相反動(dòng)作”的小游戲。

(四)以問(wèn)題的形式，為下一課留下伏筆，設(shè)置鋪墊。

“方才我們?cè)谧雎?tīng)口令的游戲的時(shí)候，，有的同學(xué)做的快一些，有的同學(xué)慢一些，有的做得正確，有的做得有些失誤，你們是怎樣看待這種現(xiàn)象呢?”學(xué)生發(fā)表各自的看法后，教師“有的同學(xué)說(shuō)到反應(yīng)速度的問(wèn)題了，那么我們就來(lái)做一個(gè)測(cè)定反應(yīng)速度的探究活動(dòng)。大家在課下閱讀104頁(yè)的探究活動(dòng)方案，復(fù)習(xí)一下探究活動(dòng)的一般過(guò)程是什么?你能否將書(shū)中的提出問(wèn)題和做出假設(shè)這一部分填完整，形成一個(gè)完整的探究實(shí)驗(yàn)計(jì)劃呢?如果有的同學(xué)認(rèn)為你的小組還有其它較好可行的方法也能“測(cè)定反應(yīng)速度”的快慢，請(qǐng)你寫(xiě)出你的探究計(jì)劃，在下一節(jié)課我們進(jìn)行交流后并去實(shí)施?！?/p>

(五)表達(dá)交流，暢談心得

“在本節(jié)課中我們做了許多活動(dòng)，通過(guò)學(xué)習(xí)你們有什么收獲和體會(huì)呢?”學(xué)生發(fā)表各自的看法。

八年級(jí)下冊(cè)英語(yǔ)說(shuō)課稿范文全英文 第5篇

一、說(shuō)教材

本課是人教版初中生物八年級(jí)上冊(cè)第五單元第一章第六節(jié)的內(nèi)容。在此之前學(xué)生已經(jīng)掌握了動(dòng)物的結(jié)構(gòu)與功能是相適應(yīng)的。本節(jié)將繼續(xù)探究鳥(niǎo)是如何與飛行生活相適應(yīng)的，主要是通過(guò)對(duì)鳥(niǎo)的形態(tài)結(jié)構(gòu)、生理、行為等的觀察與探究，概括出鳥(niǎo)類適于飛行的特點(diǎn)。通過(guò)了解鳥(niǎo)與人類的關(guān)系，增進(jìn)學(xué)生保護(hù)生物多樣性的情感。

二、說(shuō)學(xué)情

鳥(niǎo)類在日常的生活中經(jīng)常容易看到。學(xué)生對(duì)鳥(niǎo)的相關(guān)經(jīng)驗(yàn)比較豐富，但歸納總結(jié)還不夠。八年級(jí)的學(xué)生有了一定的觀察分析和探究的能力，但能力尚且不足，不能獨(dú)立完成，需要老師的指導(dǎo)和幫助。因此，對(duì)于本節(jié)的兩個(gè)活動(dòng)，教師需要充分調(diào)動(dòng)學(xué)生的主觀能動(dòng)性，參與到觀察、探究來(lái)。

三、說(shuō)教學(xué)目標(biāo)

1、概述鳥(niǎo)的主要特征。

2、通過(guò)“觀察與思考”活動(dòng)，確立鳥(niǎo)的身體結(jié)構(gòu)與功能相統(tǒng)一、鳥(niǎo)與環(huán)境相適應(yīng)的觀點(diǎn)。

3、關(guān)注鳥(niǎo)在生物圈中的作用，形成愛(ài)鳥(niǎo)護(hù)鳥(niǎo)的情感。

四、說(shuō)教學(xué)重難點(diǎn)

課標(biāo)要求能夠概述脊椎動(dòng)物的主要特征，在《鳥(niǎo)》的這一節(jié)中，此處就是在完成此要求。同樣也是學(xué)生應(yīng)該掌握的重要概念。通過(guò)掌握鳥(niǎo)的特征，可以為生物進(jìn)行正確分類。所以設(shè)置為教學(xué)重點(diǎn)，了解鳥(niǎo)的多樣性本身不是難點(diǎn)，難點(diǎn)在于學(xué)生要從“觀察與思考”活動(dòng)中得出鳥(niǎo)的身體構(gòu)造是與其生活方式和生活環(huán)境相適應(yīng)的。建立認(rèn)識(shí)的過(guò)程是非常困難的，所以，此處為難點(diǎn)。

五、說(shuō)教法學(xué)法

八年級(jí)下冊(cè)英語(yǔ)說(shuō)課稿范文全英文 第6篇

一、教材分析

(一)教材的地位及作用

1、新目標(biāo)英語(yǔ)教材概述

《新目標(biāo)英語(yǔ)》教材的語(yǔ)言教育理念是：知識(shí)用于行動(dòng)強(qiáng)調(diào)“語(yǔ)言應(yīng)用”，培養(yǎng)“創(chuàng)新、實(shí)踐能力”，發(fā)展“學(xué)習(xí)策略”。它采用任務(wù)型語(yǔ)言教學(xué)(task-based language teaching)模式。教材中每單元都設(shè)計(jì)一個(gè)或幾個(gè)與該單元話題有關(guān)的任務(wù)，讓學(xué)生在完成任務(wù)的過(guò)程中，使用英語(yǔ)獲取信息，用英語(yǔ)進(jìn)行交流，培養(yǎng)運(yùn)用英語(yǔ)解決實(shí)際問(wèn)題的能力?！缎履繕?biāo)英語(yǔ)》有以下幾個(gè)特色:

(1)圖文并茂。翻開(kāi)課本，你都能夠在每一頁(yè)上看到一幅副充滿情趣，幽默生動(dòng)的畫(huà)面，令你眼睛一亮。

(2)實(shí)用性強(qiáng)。每個(gè)單元的選材都來(lái)源于學(xué)生的學(xué)習(xí)和生活，與學(xué)生的年齡特征、認(rèn)知結(jié)構(gòu)、生活經(jīng)驗(yàn)密切聯(lián)系。

(3)注重交際。針對(duì)中國(guó)學(xué)生學(xué)英語(yǔ)普遍存在的“聾啞病”，教材設(shè)計(jì)了大量的聽(tīng)說(shuō)讀寫(xiě)材料。

(4)詞匯量大。第一冊(cè)有詞匯700個(gè)左右，第二冊(cè)約450個(gè)，第三冊(cè)約450個(gè)，第四冊(cè)約400個(gè)，第五冊(cè)約500個(gè)，合計(jì)2500個(gè)。這一點(diǎn)正好達(dá)到《英語(yǔ)課程標(biāo)準(zhǔn)》5級(jí)的要求。

2、單元分析及教材處理

本課是新目標(biāo)英語(yǔ)八年級(jí)上冊(cè)第8單元，教材以how was your school trip ?為中心話題，圍繞著描述“過(guò)去發(fā)生的事情”展開(kāi)，學(xué)習(xí)和運(yùn)用一般過(guò)去時(shí)態(tài)的一般疑問(wèn)句did you go/see /buy…? were there any…?詢問(wèn)過(guò)去的事件，讓學(xué)生學(xué)會(huì)談?wù)摵头窒磉^(guò)去發(fā)生的事件。本課教學(xué)內(nèi)容與學(xué)生的實(shí)際生活密切相關(guān)，易于引發(fā)學(xué)生運(yùn)用簡(jiǎn)單的英語(yǔ)進(jìn)行交際和交流。在學(xué)習(xí)活動(dòng)中，學(xué)生通過(guò)交換對(duì)過(guò)去發(fā)生的事情的描述及看法，促進(jìn)學(xué)生之間和師生之間的情感交流，增進(jìn)情誼。section a的主要學(xué)習(xí)內(nèi)容是：復(fù)習(xí)一般過(guò)去時(shí)態(tài)和動(dòng)詞的規(guī)則與不規(guī)則變化，學(xué)習(xí)一般過(guò)去時(shí)態(tài)的兩種一般疑問(wèn)句: did you…? were there any …?教材安排了許多聽(tīng)，說(shuō)，讀，寫(xiě)的任務(wù)活動(dòng)，我將靈活運(yùn)用這些活動(dòng)，將其中的一些活動(dòng)進(jìn)行變化或整合，如：1c,2c和3c的pairwork活動(dòng)內(nèi)容相似，我將把2c和3c整合成一個(gè)interview(采訪)的任務(wù)活動(dòng)。

(二)教學(xué)目標(biāo)

根據(jù)《英語(yǔ)課程標(biāo)準(zhǔn)》關(guān)于總目標(biāo)的具體描述，結(jié)合第八單元的教材內(nèi)容，我按語(yǔ)言知識(shí)、語(yǔ)言技能、學(xué)習(xí)策略、情感態(tài)度、文化意識(shí)五個(gè)方面將本單元的教學(xué)目標(biāo)細(xì)化：

1、知識(shí)目標(biāo)：?jiǎn)卧~：學(xué)習(xí)掌握詞匯aquarium, science center, gift shop, seal, shark, octopus, autograph, won,ate,等。

功能：描述過(guò)去發(fā)生的事情

語(yǔ)言結(jié)構(gòu)：規(guī)則動(dòng)詞和不規(guī)則動(dòng)詞的一般過(guò)去式

一般過(guò)去時(shí)的一般疑問(wèn)句

句型：did you go to the zoo? yes, i did. no, i didn’t. i went to the aquarium.

were there any seals? yes, there were. no, there weren’t any sharks.

i saw some sharps/ i went to the aquarium.

2、語(yǔ)言技能：聽(tīng)：能識(shí)別不同句式的語(yǔ)調(diào)，并能根據(jù)語(yǔ)調(diào)變化，判斷句子意義的變化;能聽(tīng)懂本課學(xué)習(xí)活動(dòng)中的問(wèn)題，做出較得體的回答。

說(shuō)：能在本課的任務(wù)型活動(dòng)如：游戲、調(diào)查、故事接龍等中進(jìn)行簡(jiǎn)單有交流。

讀：能正確朗讀本單元對(duì)話和句型;能查閱工具書(shū)為完成任務(wù)做準(zhǔn)備。

寫(xiě)：能寫(xiě)出本節(jié)課學(xué)習(xí)的單詞和句型，能運(yùn)用簡(jiǎn)單的句子寫(xiě)出過(guò)去的活動(dòng)和感受。

3、學(xué)習(xí)策略：抓住用英語(yǔ)交際的機(jī)會(huì)，在交際中把注意力集中在意思的表達(dá)上，必要時(shí)借助手勢(shì)和表情。主動(dòng)參與學(xué)習(xí)活動(dòng)，善于和他人合作。

4、情感目標(biāo)：通過(guò)描述過(guò)去所做的事，表達(dá)自己的看法，使學(xué)生在人際交往中學(xué)會(huì)尊重和理解別人，學(xué)會(huì)交換不同的看法，了解他人的喜好，增進(jìn)情誼。

5、文化意識(shí)：用恰當(dāng)?shù)姆绞奖磉_(dá)贊揚(yáng)或自己的觀點(diǎn);了解英、美國(guó)家中小學(xué)生的業(yè)余生活，培養(yǎng)世界意識(shí)。

(三)教學(xué)重點(diǎn)及難點(diǎn)

1.復(fù)習(xí)詞匯museum, beach, zoo, dolphin, pizza, ice cream, friend, movie, went, saw, were, played, read, visited, cleaned等句型:how was your weekend? it was great. where did you go on your vacation? i went to the beach.

2.學(xué)習(xí)詞匯aquarium, science center, gift shop, seal, shark, octopus, autograph, win

3.學(xué)習(xí)句型did you go to the zoo? yes, i did. no, i didn’twere there any seals? yes, there were. no, there weren’ti saw some sharps/ i went to the else did you do?

①一般過(guò)去時(shí)的規(guī)則動(dòng)詞和不規(guī)則動(dòng)詞。

②一般過(guò)去時(shí)的肯定句和否定句。

③did you, were there引導(dǎo)的一般疑問(wèn)句。

二、學(xué)情分析

1.初中學(xué)生的抽象思維能力較低，形象思維能力強(qiáng)，但注意力容易分散。本課擬以故事、小品、漫畫(huà)或動(dòng)畫(huà)等形式展示，并配以豐富的色彩，從而增強(qiáng)學(xué)生的興趣和注意力。根據(jù)教育心理學(xué),如果學(xué)生對(duì)于一件事物有極大的興趣,他們就會(huì)排除主觀和客觀的種.種消極因素,盡量全身心地投入到知識(shí)的學(xué)習(xí)中去。

2.初中生的學(xué)習(xí)心理特點(diǎn)：(1)興趣：對(duì)英語(yǔ)普遍感興趣，但有很大的不穩(wěn)定性，好奇心強(qiáng)，求知欲旺盛，已不滿足教師對(duì)課文的'簡(jiǎn)單重復(fù)。(2)記憶：對(duì)刺激記憶手段多的知識(shí)記憶深刻，遵從記憶規(guī)律。(3)思維：偏重于形象思維，對(duì)片面,零碎的材料尚缺乏一定的概括分析能力。(4)評(píng)價(jià)：主要通過(guò)他人評(píng)價(jià)初步形成對(duì)自己的評(píng)價(jià)，所以很在乎他人的評(píng)價(jià);自我認(rèn)識(shí)較模糊、片面，但自我意識(shí)卻不斷增強(qiáng)。因此，在本課教學(xué)過(guò)程中，在注重啟發(fā)引導(dǎo)，培養(yǎng)學(xué)生分析、概括能力的同時(shí)，更要注重教學(xué)方法的靈活性，通過(guò)任務(wù)型教學(xué)法，情景交際法，全身反應(yīng)教學(xué)法等，激發(fā)學(xué)生學(xué)習(xí)的興趣，讓學(xué)生樂(lè)于接受，易于接受。

3.初二上期的學(xué)生經(jīng)過(guò)一年多的學(xué)習(xí)，有了一定的英語(yǔ)基礎(chǔ)知識(shí)和聽(tīng)說(shuō)能力，正逐漸向讀、寫(xiě)過(guò)渡，同時(shí)，學(xué)生們對(duì)英語(yǔ)學(xué)習(xí)還保持著較濃厚的興趣。經(jīng)過(guò)一年的新課程理念的熏陶及實(shí)踐，有了初步的自主、合作、探究、實(shí)驗(yàn)的能力。

4.本單元學(xué)情剖析：本單元的主題是談?wù)撨^(guò)去的事情，可以采用活動(dòng)教學(xué)法和role playing的學(xué)習(xí)策略，學(xué)習(xí)新詞匯，掌握重點(diǎn)句型，同時(shí)能比較好地運(yùn)用到實(shí)踐中，解決類似問(wèn)題。做到既能鞏固所學(xué)知識(shí)，又能提高解決問(wèn)題的能力以及綜合運(yùn)用語(yǔ)言能力。

三、教法滲透

1、教學(xué)設(shè)計(jì)思路與教材處理：

《新目標(biāo)英語(yǔ)》中的具體語(yǔ)言目標(biāo)是通過(guò)各種各樣的tasks來(lái)實(shí)現(xiàn)的;學(xué)生需要運(yùn)用具體而特定的行動(dòng)來(lái)完成一定的交際任務(wù)。整個(gè)教學(xué)過(guò)程中，各種語(yǔ)言結(jié)構(gòu)與語(yǔ)言功能與不同的學(xué)習(xí)任務(wù)有機(jī)的結(jié)合。任務(wù)活動(dòng)所謀求的效果不是一種機(jī)械的語(yǔ)言訓(xùn)練，而是側(cè)重在執(zhí)行任務(wù)中學(xué)生自我完成任務(wù)的能力和策略的培養(yǎng);重視形式在完成任務(wù)過(guò)程中的參與和在交流活動(dòng)中所獲得的經(jīng)驗(yàn)。因此本節(jié)課我將始終引導(dǎo)學(xué)生通過(guò)完成具體的任務(wù)活動(dòng)來(lái)學(xué)習(xí)語(yǔ)言，讓學(xué)生為了特定的學(xué)習(xí)目的去實(shí)施特定的語(yǔ)言行動(dòng)，通過(guò)完成特定的交際任務(wù)來(lái)獲得和積累相應(yīng)的學(xué)習(xí)經(jīng)驗(yàn)，讓學(xué)生在用中學(xué)，在學(xué)中用(learning by using, learning for using)。

2、教學(xué)原則

活動(dòng)性原則提倡學(xué)生主動(dòng)參與，體驗(yàn)，交流，合作，探究等多種學(xué)習(xí)。

合作性原則以學(xué)生為主體，師生合作，生生合作，體現(xiàn)教與學(xué)的互動(dòng)，交往。

任務(wù)型原則任務(wù)驅(qū)動(dòng)—激發(fā)動(dòng)機(jī);任務(wù)完成—激勵(lì)學(xué)習(xí)積極性;執(zhí)行任務(wù)—培養(yǎng)責(zé)任心和合作精神。

情感性原則激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的興趣和始終保持良好的學(xué)習(xí)情緒。

3、教法運(yùn)用：

本課主要運(yùn)用“任務(wù)型教學(xué)法”，并輔助于tpr全身反應(yīng)教學(xué)法、情景交際教學(xué)法和猜謎活動(dòng)。

①任務(wù)型語(yǔ)言教學(xué)法

任務(wù)型的教學(xué)活動(dòng)，是讓學(xué)習(xí)者通過(guò)運(yùn)用語(yǔ)言來(lái)完成各種各樣的交際活動(dòng)。學(xué)習(xí)者通過(guò)表達(dá)、溝通、交涉、解釋、詢問(wèn)等各種語(yǔ)言活動(dòng)形式來(lái)學(xué)習(xí)和掌握語(yǔ)言。它應(yīng)具備以下特點(diǎn)：(1)以任務(wù)為中心，而不是以操練語(yǔ)言形式為目的。(2)任務(wù)的設(shè)計(jì)焦點(diǎn)應(yīng)該是解決某一具體的貼近學(xué)生生活的交際問(wèn)題。在任務(wù)型語(yǔ)言教學(xué)中，教師要從學(xué)生“學(xué)”的角度來(lái)設(shè)計(jì)教學(xué)活動(dòng)，使學(xué)生的學(xué)習(xí)活動(dòng)具有明確的目標(biāo)，并構(gòu)成一個(gè)有梯度的連續(xù)活動(dòng)。在教師精心設(shè)計(jì)的各種“任務(wù)”中，學(xué)生能夠不斷地獲得知識(shí)或得出結(jié)論，從注重語(yǔ)言本身轉(zhuǎn)變?yōu)樽⒅卣Z(yǔ)言習(xí)得。從而獲得語(yǔ)言運(yùn)用的能力而不是僅僅掌握現(xiàn)成的語(yǔ)言知識(shí)點(diǎn)。隨著“任務(wù)”的不斷深化，整個(gè)語(yǔ)言學(xué)習(xí)的過(guò)程會(huì)越來(lái)越自動(dòng)化和自主化。

在本課的任務(wù)型語(yǔ)言教學(xué)中，我將依據(jù)課程的總體目標(biāo)并結(jié)合教學(xué)內(nèi)容，創(chuàng)造性地設(shè)計(jì)貼近學(xué)生生活實(shí)際的任務(wù)活動(dòng)，吸引和組織他們積極參與，使學(xué)生通過(guò)觀察、思考、討論、交流和合作等方式，在一種自然、真實(shí)或模擬真實(shí)的情境中體會(huì)語(yǔ)言、掌握語(yǔ)言的應(yīng)用。

②全身反應(yīng)教學(xué)法

全身反應(yīng)教學(xué)法(total physical response，縮寫(xiě)為tpr)是加州心理學(xué)家james j. asher(詹姆士j.艾謝，1988)提出來(lái)的，注重語(yǔ)言學(xué)習(xí)中的互動(dòng)模式，認(rèn)為學(xué)生在一個(gè)較放松的環(huán)境中學(xué)習(xí)效果。緊張、焦慮的情緒對(duì)學(xué)習(xí)英語(yǔ)不利。在課堂教學(xué)的具體實(shí)踐中，讓學(xué)生根據(jù)教師發(fā)出的指令做動(dòng)作，或模仿聲音。孩子不必用語(yǔ)言做出反應(yīng)，以聽(tīng)力訓(xùn)練為主，待聽(tīng)力和理解能力得到提高后，方進(jìn)入說(shuō)話訓(xùn)練，是自然而然的學(xué)會(huì)語(yǔ)言的方法。

③情景交際法

課堂教學(xué)以情景交際教學(xué)法為主，盡量給學(xué)生以足夠的聽(tīng)、說(shuō)、讀的機(jī)會(huì)，聯(lián)系課文實(shí)際，創(chuàng)設(shè)情景，引入討論主題，在交際中學(xué)英語(yǔ)。情景的設(shè)計(jì)注意銜接的自然性，主題的設(shè)計(jì)強(qiáng)調(diào)知識(shí)的漸進(jìn)性和討論的可行性，并注意情感體驗(yàn)和概括、推理思維的培養(yǎng)。

4、教學(xué)手段

多媒體輔助：用flash軟件將本課所需要的動(dòng)畫(huà)、錄音、圖片、文字、圖表和音樂(lè)制成cai軟件，使抽象的語(yǔ)言變得直觀，為學(xué)生運(yùn)用英語(yǔ)進(jìn)行交際創(chuàng)設(shè)情景，實(shí)現(xiàn)師生互動(dòng)，生生互動(dòng)和人機(jī)互動(dòng)的多向交流。

非測(cè)試性評(píng)價(jià)：傳統(tǒng)的評(píng)價(jià)觀念的出發(fā)點(diǎn)是學(xué)科本位，只重學(xué)科，不重學(xué)生發(fā)展。要體現(xiàn)新課程標(biāo)準(zhǔn)的實(shí)施效果，評(píng)價(jià)體系應(yīng)該“正確反映外語(yǔ)學(xué)習(xí)的本質(zhì)和過(guò)程，滿足學(xué)生發(fā)展的需要”。為了達(dá)到這一目標(biāo)，唯有重視形成性評(píng)價(jià)，充分發(fā)揮其積極作用，促進(jìn)新的評(píng)價(jià)體系的形成。因此，本課我將各種活動(dòng)設(shè)計(jì)成小組活動(dòng)并開(kāi)展小組競(jìng)賽和填寫(xiě)課堂自我評(píng)價(jià)表等非測(cè)試性評(píng)價(jià)手段，幫助學(xué)生學(xué)會(huì)自主學(xué)習(xí)，學(xué)會(huì)與人合作，培養(yǎng)創(chuàng)新意識(shí)以及具備科學(xué)的價(jià)值觀。

四、學(xué)法指導(dǎo)

新制定的《英語(yǔ)課程標(biāo)準(zhǔn)》把“培養(yǎng)學(xué)生學(xué)習(xí)英語(yǔ)的興趣，樹(shù)立自信心，培養(yǎng)良好學(xué)習(xí)習(xí)慣和形成有效策略，發(fā)展自主學(xué)習(xí)和合作精神”放在了首位。依據(jù)課改的精神，我從以下幾個(gè)方面對(duì)學(xué)生進(jìn)行學(xué)法指導(dǎo)。

1、學(xué)習(xí)方法的指導(dǎo)

培養(yǎng)學(xué)生觀察力，想象力，記憶力以及思維能力。用生動(dòng)的課件調(diào)動(dòng)學(xué)生的感官進(jìn)行聽(tīng)說(shuō)讀寫(xiě)的訓(xùn)練。

2、學(xué)習(xí)積極性的調(diào)動(dòng)

我在教學(xué)過(guò)程中創(chuàng)造一種開(kāi)放的，和諧的，積極互動(dòng)的語(yǔ)言氛圍，把課堂變成有聲有色的舞臺(tái)，讓學(xué)生在樂(lè)中學(xué)。

3、學(xué)習(xí)能力的培養(yǎng)

通過(guò)連貫的聽(tīng)說(shuō)讀寫(xiě)，游戲，競(jìng)賽等，培養(yǎng)學(xué)生的交際能力，發(fā)展他們的思維能力。

4、學(xué)習(xí)策略的指導(dǎo)

本節(jié)課將在課堂活動(dòng)中把學(xué)生分成四人小組的學(xué)習(xí)小組，讓他們圍繞著課堂任務(wù)分工合作，在活動(dòng)中相互探討、相互交流、相互合作，從而獲得知識(shí)、技能和情感體驗(yàn)，發(fā)展他們的能力。創(chuàng)建開(kāi)放式，探究式的課堂，有意識(shí)滲透學(xué)習(xí)策略的訓(xùn)練。我讓學(xué)生觀察課件畫(huà)面，回答問(wèn)題，讓學(xué)生學(xué)會(huì)使用認(rèn)知策略;讓學(xué)生表演對(duì)話，實(shí)現(xiàn)交際策略;引導(dǎo)學(xué)生交際，主動(dòng)練習(xí)和實(shí)踐，是調(diào)控策略的體現(xiàn)。充分利用多媒體，錄音，卡片等是資源策略。

八年級(jí)下冊(cè)英語(yǔ)說(shuō)課稿范文全英文 第7篇

一、說(shuō)教學(xué)內(nèi)容分析：

本節(jié)內(nèi)容包括：植物系統(tǒng)進(jìn)化樹(shù)，藻類植物、苔蘚植物、蕨類植物和種子植物的形態(tài)、結(jié)構(gòu)特征、生活方式以及他們對(duì)生物圈中的作用和與人類的關(guān)系。通過(guò)^v^植物系統(tǒng)進(jìn)化樹(shù)^v^,^v^觀察比較不同的植物^v^的活動(dòng)，引導(dǎo)學(xué)生初識(shí)不同的植物類群。

二、說(shuō)教學(xué)目標(biāo)：

1、知識(shí)與能力：

初步認(rèn)識(shí)植物系統(tǒng)進(jìn)化樹(shù)，了解不同植物類型之間的親緣關(guān)系，通過(guò)^v^觀察比較不同的植物^v^的活動(dòng)，以及對(duì)植物類群的各種學(xué)習(xí)活動(dòng)，認(rèn)識(shí)不同的植物類群的形態(tài)、結(jié)構(gòu)特征、生活方式，與人類的關(guān)系，并通過(guò)對(duì)不同植物類群的比較，進(jìn)一步理解植物進(jìn)化樹(shù)。

通過(guò)^v^觀察比較不同的植物^v^的活動(dòng)，提高觀察能力、比較分析能力；通過(guò)對(duì)不同植物類群的學(xué)習(xí)，增強(qiáng)分析問(wèn)題及語(yǔ)言表達(dá)的能力。

2、過(guò)程與方法

實(shí)驗(yàn)觀察、比較、討論和講述藻類、苔蘚、蕨類和種子植物。

3、情感、態(tài)度與價(jià)值觀

體會(huì)植物種類的多樣性，強(qiáng)化生物進(jìn)化的觀點(diǎn)，增強(qiáng)生物科學(xué)價(jià)值觀，培養(yǎng)學(xué)生關(guān)注和保護(hù)生物圈中多種多樣的綠色植物情感。

三、說(shuō)學(xué)習(xí)者特征分析：

本校地處偏遠(yuǎn)農(nóng)村，該校生都是來(lái)自大山的孩子，對(duì)常見(jiàn)的植物即陌生又熟悉，說(shuō)熟悉是他們?cè)谌粘Ｉ钪信c常見(jiàn)的植物有密切接觸，有深刻的感性認(rèn)識(shí)；說(shuō)陌生是因?yàn)樗麄內(nèi)狈ο鄳?yīng)的理論知識(shí)，學(xué)生學(xué)習(xí)興趣高，通過(guò)實(shí)踐和理論相結(jié)合幫助他們認(rèn)識(shí)植物系統(tǒng)進(jìn)化樹(shù)和掌握藻類植物、苔蘚植物、蕨類植物的特征及與人類生活的關(guān)系。從學(xué)生的認(rèn)知規(guī)律來(lái)看，八年級(jí)學(xué)生已開(kāi)始從具體思維向抽象思維的過(guò)渡，喜歡接受新鮮事物，有一定的生物學(xué)經(jīng)驗(yàn)基礎(chǔ)。

四、說(shuō)教學(xué)策略選擇與設(shè)計(jì)：

根據(jù)以上分析，我設(shè)計(jì)為2課時(shí)，此節(jié)為第一課時(shí)，本節(jié)課應(yīng)從學(xué)生的主體性出發(fā)，創(chuàng)造充分機(jī)會(huì)讓學(xué)生擁有成功的喜悅，在和諧的氛圍中完成教學(xué)任務(wù)，讓學(xué)生主動(dòng)學(xué)習(xí)，學(xué)有所獲，從內(nèi)心深處產(chǎn)生保護(hù)環(huán)境，人與自然和諧發(fā)展的欲望。對(duì)此我做了大量的課前準(zhǔn)備工作，提前一周通知學(xué)生利用周末采集樣本，同時(shí)，還利用學(xué)生中午休息時(shí)間，帶領(lǐng)大隊(duì)長(zhǎng)一個(gè)班12人上后山采集樣本，回到學(xué)校后，由大隊(duì)長(zhǎng)隨意分配樣本到各位小組中。這樣，學(xué)生課前對(duì)學(xué)習(xí)的內(nèi)容就有了充分的心理準(zhǔn)備。課中：

一、通過(guò)以上創(chuàng)設(shè)的情景，引入新課

二、通過(guò)^v^觀察比較不同的植物^v^的活動(dòng)，以及對(duì)植物類群的各種學(xué)習(xí)活動(dòng)，認(rèn)識(shí)不同的植物類群的形態(tài)、結(jié)構(gòu)特征、生活方式，與人類的關(guān)系，進(jìn)一步理解植物進(jìn)化樹(shù)

三、通過(guò)對(duì)不同植物類群的比較，認(rèn)識(shí)藻類植物、苔蘚植物、蕨類植物的特征及與人類生活的關(guān)系。

五、說(shuō)教學(xué)準(zhǔn)備：

1、準(zhǔn)備植物系統(tǒng)進(jìn)化樹(shù)圖片，學(xué)生采集藻類、苔蘚、蕨類和種子植物的實(shí)物、標(biāo)本、掛圖。

2、實(shí)物材料及用具：學(xué)生采集新鮮的水綿，葫蘆蘚、墻蘚、鐵錢(qián)蕨、海金沙、石斛，芒萁、帶球果的杉枝、帶花及果實(shí)的白菜植株等大量植物實(shí)物、放大鏡、鑷子。

六、說(shuō)教學(xué)過(guò)程：

（一）、創(chuàng)設(shè)情景，引入新課

通過(guò)學(xué)生采集活動(dòng)和生活中對(duì)植物的感性認(rèn)識(shí)，結(jié)合農(nóng)村孩子的生活實(shí)際，貼近生活，讓學(xué)生感受到好奇，直揭新課，有利于激發(fā)學(xué)生學(xué)習(xí)興趣和進(jìn)一步學(xué)習(xí)的欲望。

（二）、植物系統(tǒng)進(jìn)化樹(shù)和活動(dòng)：觀察比較不同的植物

運(yùn)用課本植物系統(tǒng)進(jìn)化樹(shù)的認(rèn)識(shí)，幫助學(xué)生對(duì)植物的分類有了初步的了解，接著進(jìn)行觀察比較不同植物的活動(dòng)，引導(dǎo)學(xué)生自主學(xué)習(xí)、合作學(xué)習(xí)，幫助學(xué)生分析問(wèn)題，解決問(wèn)題，強(qiáng)化生物進(jìn)化的觀點(diǎn)，增強(qiáng)生物科學(xué)價(jià)值觀，培養(yǎng)學(xué)生關(guān)注和保護(hù)生物圈中多種多樣的綠色植物情感。

（三）、藻類植物、苔蘚植物、蕨類植物

采用提問(wèn)式、啟發(fā)引導(dǎo)式教學(xué)方法，逐一分析藻類植物的

1、結(jié)構(gòu)：藻類植物是多種多樣的，有單細(xì)胞的，有多細(xì)胞的；有生活在淡水中的，有生活在海洋中的，還有少數(shù)種類生活在陸地上的。

2、特征：大多數(shù)生活在水中，沒(méi)有根莖葉的分化，都能進(jìn)行光合作用

3、分類：據(jù)藻類植物呈現(xiàn)的顏色的不同可以將藻類植物分為綠藻、褐藻和紅藻等。

4、對(duì)生物圈中的作用和與人類的關(guān)系：為水生生物提供食物和氧氣。與人類的關(guān)系是有些可食用，可藥用，如海帶、紫菜等可食用，褐藻膠、瓊脂、碘酒在醫(yī)藥上有廣泛的用途。

利用對(duì)比學(xué)習(xí)方法，引導(dǎo)學(xué)生學(xué)習(xí)苔蘚植物和蕨類植物結(jié)構(gòu)、特征、分類。培養(yǎng)學(xué)生學(xué)習(xí)方法的能力幫助學(xué)生分析藻類植物、苔蘚植物、蕨類植物的特征及在生物圈中的作用和與人類的關(guān)系。

（四）、本課總結(jié)

及時(shí)反饋與總結(jié)，有利于學(xué)生學(xué)習(xí)知識(shí)的掌握

（五）、作業(yè)設(shè)計(jì)

七、說(shuō)教學(xué)評(píng)價(jià)設(shè)計(jì)：

本節(jié)課內(nèi)容的教學(xué)效果可以從課堂回答、反饋練習(xí)、鞏固練習(xí)和課后作業(yè)四個(gè)方面進(jìn)行評(píng)價(jià)。課堂回答通過(guò)不斷設(shè)置問(wèn)題，引導(dǎo)學(xué)生分析和解決問(wèn)題，培養(yǎng)學(xué)生獲取知識(shí)的能力；課中練習(xí)鞏固反饋是一般的知識(shí)性練習(xí)題，目的是檢驗(yàn)學(xué)生當(dāng)堂課對(duì)知識(shí)的掌握情況，在此基礎(chǔ)上，理論聯(lián)系實(shí)際，注重知識(shí)的深化和應(yīng)用。

八、說(shuō)總結(jié)與反思：

在教學(xué)活動(dòng)中，教師不是直接把知識(shí)教給學(xué)生，而是著眼于知識(shí)獲取的過(guò)程、學(xué)習(xí)方法和能力的培養(yǎng)，使學(xué)生自己觀察、思考、分析和總結(jié)，親身經(jīng)歷知識(shí)的獲取過(guò)程，從中學(xué)到知識(shí)和方法，發(fā)展多種能力。教師要多聯(lián)系生產(chǎn)實(shí)際，讓學(xué)生邊聯(lián)想、邊思考，從中發(fā)現(xiàn)新知識(shí)，并提高學(xué)生對(duì)新知識(shí)的運(yùn)用能力。通過(guò)本節(jié)課的學(xué)習(xí)，有利于激發(fā)學(xué)生學(xué)習(xí)科學(xué)的興趣，有利于培養(yǎng)學(xué)生良好的科學(xué)素質(zhì)。

八年級(jí)下冊(cè)英語(yǔ)說(shuō)課稿范文全英文 第8篇

一、說(shuō)教材

《物質(zhì)的運(yùn)輸路線》是河北少兒出版七年級(jí)下冊(cè)第二章《愛(ài)護(hù)心臟 確保運(yùn)輸》的第三節(jié)，血液循環(huán)的途徑這部分知識(shí)是教學(xué)的重點(diǎn)。它既是對(duì)前面所學(xué)的血液，血管、心臟等知識(shí)的深化，又是后面學(xué)習(xí)呼吸、排泄等章節(jié)的前提和關(guān)鍵。這部分內(nèi)容是《生物課程標(biāo)準(zhǔn)》中內(nèi)容標(biāo)準(zhǔn)《第五部分----生物圈中的人》的知識(shí)，人體吸收的營(yíng)養(yǎng)物質(zhì)需要經(jīng)過(guò)循環(huán)系統(tǒng)運(yùn)送到身體的各種組織、器官，人體所產(chǎn)產(chǎn)生的廢物也通過(guò)循環(huán)系統(tǒng)、呼吸系統(tǒng)和泌尿系統(tǒng)等的協(xié)調(diào)活動(dòng)排出體外，因此本章內(nèi)容起到了聯(lián)系各部分知識(shí)的作用，而第三節(jié)又是本章的重點(diǎn)內(nèi)容。

二、教學(xué)目標(biāo)的確立：

《課程目標(biāo)中》指出：獲得有關(guān)人體結(jié)構(gòu)、功能及衛(wèi)生保健的知識(shí)，促進(jìn)生理和心理的健康發(fā)展。所以我把以下四個(gè)知識(shí)點(diǎn)作為本節(jié)課的知識(shí)目標(biāo):

1.分析血液循環(huán)的途徑;說(shuō)明體循環(huán)和肺循環(huán)的關(guān)系。

2.概述血液循環(huán)的組成和路線。

3.描述動(dòng)脈血、靜脈血的概念和血液循環(huán)的意義。

4.說(shuō)出血液、組織液、淋巴之間的關(guān)系及血液循環(huán)和淋巴循環(huán)的關(guān)系。

能力目標(biāo)指出，初步學(xué)會(huì)科學(xué)探究的一般方法，發(fā)展學(xué)生表達(dá)交流的科

學(xué)探究能力，發(fā)展合作能力。因此我把以下三點(diǎn)作為這節(jié)課的能力目標(biāo)：

1.提高表達(dá)和相互交流的能力。

2.培養(yǎng)學(xué)生科學(xué)探究的合作能力，實(shí)踐能力。

3.培養(yǎng)學(xué)生觀察能力和綜合分析能力。

在學(xué)習(xí)過(guò)程中為了能始終貫穿情感態(tài)度教育，確立本課的情感目標(biāo)：

1.培養(yǎng)學(xué)生學(xué)習(xí)生物科學(xué)的興趣，體驗(yàn)探究知識(shí)的樂(lè)趣。

2.鼓勵(lì)學(xué)生通過(guò)分析找出答案，激發(fā)學(xué)生學(xué)習(xí)的興趣。

三、重點(diǎn)、難點(diǎn)的確立：

根據(jù)本節(jié)課所確立的知識(shí)目標(biāo)，結(jié)合學(xué)生的實(shí)際水平、能力，把血液循環(huán)的路線和循環(huán)的意義以及動(dòng)脈血和靜脈血的概念確立為本課的重點(diǎn)。使學(xué)生能深刻正確的認(rèn)識(shí)血液循環(huán)及其意義。

好學(xué)教育：

血液循環(huán)的知識(shí)比較抽象，理解血液循環(huán)的整體過(guò)程和體循環(huán)及肺循環(huán)環(huán)的關(guān)系有一定的困難，因此把二者作為本節(jié)的難點(diǎn)，希望能使學(xué)生理解體循環(huán)和肺循環(huán)是獨(dú)立進(jìn)行的，匯合于心臟，組成完整的循環(huán)途徑。

四、說(shuō)教法、學(xué)法

根據(jù)本節(jié)的三個(gè)層面的教學(xué)目標(biāo)和確立的重點(diǎn)、難點(diǎn)，分別采用了不同的教法、學(xué)法，如多媒體教學(xué)法能直觀的把一些抽象問(wèn)題形象化、生動(dòng)化，易于理解;討論法有利于學(xué)生發(fā)表自己的見(jiàn)解，促進(jìn)學(xué)生以及師生之間的交流，啟發(fā)式教學(xué)法可以發(fā)揮學(xué)生的探究的潛能，自主地進(jìn)行學(xué)習(xí)。在教學(xué)中綜合運(yùn)用這些教學(xué)方法可以實(shí)現(xiàn)學(xué)生在學(xué)習(xí)過(guò)程中的主體地位，激發(fā)學(xué)生的興趣。

五、說(shuō)教學(xué)準(zhǔn)備：

1.老師的準(zhǔn)備：制作的課件，把血液循環(huán)以動(dòng)畫(huà)的方式呈現(xiàn)出來(lái)，幫助學(xué)生理解，增強(qiáng)形象生動(dòng)性。給每位學(xué)生復(fù)印一張?zhí)骄炕顒?dòng)報(bào)告單，供學(xué)生上課自己畫(huà)出血液循環(huán)的途徑。

2.學(xué)生的準(zhǔn)備：復(fù)習(xí)心臟的結(jié)構(gòu)，和心臟相連的血管的名稱及血液流動(dòng)的方向。為循環(huán)途徑的學(xué)習(xí)打下知識(shí)基礎(chǔ)，便于理解血液流動(dòng)的方向。

六、說(shuō)教學(xué)設(shè)計(jì)：

(一)復(fù)習(xí)：

(啟動(dòng)課件，出示心臟的結(jié)構(gòu)圖)

心臟的四腔中血液流動(dòng)的方向，及和每個(gè)腔連通的血管分別是什么? 通過(guò)復(fù)習(xí)這一內(nèi)容有利于學(xué)生順利的完成血液循環(huán)途徑的學(xué)習(xí)。

(二)引入：

通過(guò)身邊事引入課題，激發(fā)學(xué)生的興趣和好奇心。

(三)教學(xué)活動(dòng)設(shè)計(jì)：

1. 提出問(wèn)題(展示血液循環(huán)模式圖課件flash動(dòng)畫(huà))：

假設(shè)有個(gè)紅細(xì)胞，隨著血流在人體內(nèi)周游，如果以左心室為出發(fā)點(diǎn)，那么它旅行的路線是怎樣的?如果讓你對(duì)它的旅程進(jìn)行劃分，你認(rèn)為可以分為幾個(gè)階段?以小組為單位，結(jié)合多媒體課件內(nèi)容，在學(xué)生活動(dòng)報(bào)告單中標(biāo)注血液循環(huán)的途徑。

設(shè)計(jì)這一活動(dòng)，可以使同學(xué)積極去探究血液循環(huán)的途徑，通過(guò)已有知識(shí)，在小組同學(xué)的努力下共同完成血液循環(huán)途徑的認(rèn)識(shí)，增強(qiáng)學(xué)生的合作意識(shí)，為進(jìn)一步突破血液循環(huán)途徑這一難點(diǎn)問(wèn)題打下基礎(chǔ)。通過(guò)學(xué)生上臺(tái)發(fā)布結(jié)論，提高學(xué)生的語(yǔ)言表達(dá)能力，給學(xué)生展示自己的機(jī)會(huì)，充分體現(xiàn)學(xué)生的主體地位。 學(xué)生發(fā)布完結(jié)論，要給學(xué)生一種積極的評(píng)價(jià)，肯定他們的成果，同時(shí)指出存在的問(wèn)題。

2.結(jié)合學(xué)生的結(jié)論，進(jìn)一步鞏固血液循環(huán)途徑，結(jié)合課件，強(qiáng)化循環(huán)途徑的學(xué)習(xí)。

好學(xué)教育：

師：為了便于我們研究，我們把血液循環(huán)的途徑分為：體循環(huán)和肺循環(huán)。

八年級(jí)下冊(cè)英語(yǔ)說(shuō)課稿范文全英文 第9篇

一、說(shuō)教材

(一)、教材的地位和作用

本單元以How do you get to school?為中心話題，圍繞交通方式而展開(kāi)，主要運(yùn)用How long/How far 詢問(wèn)“去某地的交通方式、時(shí)間、距離?！焙?jiǎn)單描述路線。這一話題貼近學(xué)生們的日常生活，它繼第三單元談?wù)摗凹偃沼?jì)劃”后安排這樣一個(gè)話題，符合學(xué)生的認(rèn)知結(jié)構(gòu)和年齡特征，它將為后幾個(gè)單元的學(xué)習(xí)打下堅(jiān)定的語(yǔ)言基礎(chǔ)。而SeetionA第一課時(shí)重點(diǎn)則采訪同學(xué)們上學(xué)的交通方式，及花費(fèi)的時(shí)間、距離等等。

(二)、教學(xué)目標(biāo)(語(yǔ)言知識(shí) 能力目標(biāo) 情感目標(biāo))

語(yǔ)言知識(shí)：

1、語(yǔ)言目標(biāo)，掌握語(yǔ)匯subway 、train、 bus、 car、bus stop等。

語(yǔ)言功能：學(xué)會(huì)談?wù)摬⒚枋鼋煌ǚ绞?/p>

語(yǔ)言結(jié)構(gòu)：學(xué)習(xí)掌握How引導(dǎo)的特殊疑問(wèn)句：

How do you get to school?

How long does he get to school?

How long does it take?要求學(xué)生掌握好助動(dòng)語(yǔ)do在不同人稱，特別是第三人稱單數(shù)后的變化。

2、語(yǔ)言技能

1、能根據(jù)錄音判斷交通的方式，花費(fèi)的時(shí)間及距離。

2、能詢問(wèn)他人到達(dá)某地的交通方式并轉(zhuǎn)述。

能力目標(biāo)：

1、培養(yǎng)學(xué)生聽(tīng)、說(shuō)、讀、寫(xiě)的能力。

2、訓(xùn)練學(xué)生小組合作的能力。

3、讓學(xué)生通過(guò)有用的目標(biāo)語(yǔ)言學(xué)會(huì)與他人交流的能力。

情感目標(biāo)：

鼓勵(lì)學(xué)生學(xué)會(huì)關(guān)心別人，幫助別人。

(三)、教學(xué)重點(diǎn)和難點(diǎn)

重點(diǎn)：幫助學(xué)生學(xué)會(huì)使用How do you get to school?

I take the train to school.

How does he get to school?

He takes the bus to school.進(jìn)行交際

難點(diǎn):區(qū)別take 的用法。

二、說(shuō)教學(xué)方法

(一)、學(xué)情分析

1、初二學(xué)生經(jīng)過(guò)小學(xué)和初中的學(xué)習(xí)，已經(jīng)有了一定的英語(yǔ)基礎(chǔ)知識(shí)和聽(tīng)說(shuō)能力，正逐漸向讀寫(xiě)過(guò)渡，同時(shí)，學(xué)生們對(duì)英語(yǔ)學(xué)習(xí)還保持著較濃厚的興趣。在加上受新課程理念的熏陶及實(shí)踐，能鞏固所學(xué)知識(shí)，又能提高解決問(wèn)題的能力以及綜合運(yùn)用語(yǔ)言的能力。

2、從年齡特征看，學(xué)生們也很在乎他人的評(píng)價(jià)。在學(xué)習(xí)過(guò)程中通過(guò)“兵教兵”小組訓(xùn)練，鼓勵(lì)性評(píng)價(jià)等措施，提高學(xué)生綜合語(yǔ)言技能。

(二)、學(xué)習(xí)策略

教學(xué)生要善于抓住英語(yǔ)交際的機(jī)會(huì)，主動(dòng)參與學(xué)生活動(dòng)，形成自主學(xué)習(xí)的能力。

(三)、教學(xué)手段

用幻燈片將本課所需要的錄音、圖片、文字、制成多媒體課件，使抽象的語(yǔ)言變得直觀，為學(xué)生運(yùn)用英語(yǔ)進(jìn)行交際創(chuàng)設(shè)情景，實(shí)現(xiàn)師生互動(dòng)，生生互動(dòng)和人機(jī)互動(dòng)的多向交流。

(四)、教學(xué)原則：

1、任務(wù)型原則，在整個(gè)教學(xué)過(guò)程中，各種語(yǔ)言結(jié)構(gòu)、語(yǔ)言功能與不同的學(xué)習(xí)任務(wù)有機(jī)的結(jié)合。因此本節(jié)課我將始終引導(dǎo)學(xué)生通過(guò)完成具體的任務(wù)活動(dòng)來(lái)學(xué)習(xí)語(yǔ)言，讓學(xué)生為了特定的學(xué)習(xí)目的去實(shí)施特定的語(yǔ)言行動(dòng)，通過(guò)完成特定的交際任務(wù)來(lái)獲得和積累相應(yīng)的學(xué)習(xí)經(jīng)驗(yàn)，讓學(xué)生在用中學(xué)，在學(xué)中用

2、合作性原則，以學(xué)生為主體，師生合作，生生合作，體現(xiàn)教與學(xué)的互動(dòng)交往。

3、情感性原則，激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的興趣和始終保持良好的學(xué)習(xí)情緒。

(五)、學(xué)法指導(dǎo)

1、學(xué)習(xí)方法的指導(dǎo)，用生動(dòng)的課件調(diào)動(dòng)學(xué)生進(jìn)行聽(tīng)、說(shuō)、讀、寫(xiě)、訓(xùn)練。

2、學(xué)習(xí)積極性的調(diào)動(dòng)。

我在教學(xué)過(guò)程中創(chuàng)造一種開(kāi)放的、和諧的積極互動(dòng)的語(yǔ)言氛圍，把課堂變?yōu)橛新曈猩奈枧_(tái)，讓學(xué)生在樂(lè)中學(xué)。

3、學(xué)習(xí)能力的培養(yǎng)。

通過(guò)連貫的聽(tīng)、說(shuō)、讀、寫(xiě)，培養(yǎng)學(xué)生的交際能力，發(fā)揮他們的思維能力。

三、說(shuō)教學(xué)過(guò)程

在整個(gè)教學(xué)活動(dòng)中，我通過(guò)設(shè)計(jì)不同的四個(gè)任務(wù)，讓學(xué)生在小組中交流、合作、競(jìng)爭(zhēng)，每個(gè)任務(wù)都存在著一定的“信息差”，易于激發(fā)學(xué)生的表達(dá)欲望和急于知道最終結(jié)果的心情，在活動(dòng)中他們一定會(huì)努力表現(xiàn)自己，做到。四個(gè)任務(wù)所側(cè)重的訓(xùn)練學(xué)生的語(yǔ)言能力的要求也各有不同，他們分別側(cè)重訓(xùn)練學(xué)生的聽(tīng)、說(shuō)、讀、寫(xiě)的能力。把任務(wù)活動(dòng)放在小組中進(jìn)行，還可以解決“大班”難于操練的難題，學(xué)生在小組中有更多的時(shí)間來(lái)運(yùn)用英語(yǔ)表達(dá)自己的思想。

(一)、在復(fù)習(xí)環(huán)節(jié)中，通過(guò)問(wèn)學(xué)生 What are you doing this Sunday? What is he doing tomorrow? What are you doing for vocation?來(lái)了解學(xué)生對(duì)上一單元知識(shí)的掌握情況。

(二)、在導(dǎo)入新課中：先通過(guò)讓同學(xué)們看圖片，回答下面的問(wèn)題，What is the boy doing?Does he often ride a bike to school? How do you get to school?引入目標(biāo)語(yǔ)言，并幫助他們回答：I take the subway to school. I take the train to school等。

在列舉許多交通方式后，讓同學(xué)們完成 1a。然后檢測(cè)學(xué)生們的答案。

(三)、在聽(tīng)力練習(xí)上。教學(xué)設(shè)計(jì)共插入了三個(gè)聽(tīng)力訓(xùn)練。

1、讓學(xué)生結(jié)合圖片，分辯交通工具。并與圖中的人物結(jié)合起來(lái)。

2、能聽(tīng)辯數(shù)字。

3、通過(guò)讓學(xué)生們聽(tīng)，然后說(shuō)出五種交通工具并把這種交通工具和它花費(fèi)的時(shí)間相匹配。

(四)、在小組練習(xí)中，我讓學(xué)生四人一組進(jìn)行這樣對(duì)話練習(xí)

A：How do you get to school?

B: I take the subway to school.

C:: How does B get to school?

D: He takes the subway to school?

A: How long does it take?

B: It takes about 25 minutes

重點(diǎn)鞏固第三人稱單數(shù)這種情況。鼓勵(lì)學(xué)生們用不同的詞替換來(lái)反復(fù)操練這個(gè)句型.突破教學(xué)重點(diǎn)。

(五)、小結(jié)：最后總結(jié)take的用法，消化教學(xué)難點(diǎn)。

(六)、家庭作業(yè)：仿寫(xiě)四個(gè)句型，并使用不同的交通工具。

(七)、板書(shū)設(shè)計(jì)：

Unit 4 How do you get to school? forty

take the train How do you get to school fifty

take the subway I ride my bike. sixty

walk How does he get to school? seventy

ride the bike he walks to school eighty

Take the bas How long does it take? ninety

It takes a bout farty minutes.

八年級(jí)下冊(cè)英語(yǔ)課件【篇4】

【主題一】My Favorite Hobby

I have a lot of hobbies, such as reading, playing sports, and listening to music. But my favorite hobby is drawing. I began drawing when I was just a little kid, and I fell in love with it right away. I enjoy creating different images and bringing my imagination to life.

When I draw, I feel relaxed and happy. It's like I enter into a different world where there are no rules or boundaries, and I can let my mind go wild. I usually draw in my free time, and every time I finish a drawing, I feel a sense of accomplishment.

Drawing helps me express my feelings and emotions in a positive way. Sometimes, I feel sad or anxious, and I don't know how to deal with it. But when I draw, I can let everything out, and it makes me feel better. Drawing also helps me improve my concentration and focus, which is essential for my studies.

In the future, I want to become a professional artist. I believe that the more I draw, the better I will become, and I will be able to make a living from my art. Even if I don't become famous, I will still be happy as long as I can continue to draw and express myself.

【主題二】My Dream Job

My dream job is to become a doctor. Ever since I was a little kid, I wanted to help people and make a difference in their lives. Being a doctor would allow me to do just that. I believe that being a doctor is one of the most honorable professions in the world.

I am currently studying hard to achieve my dream. I am taking science and math courses to prepare me for medical school. I know that the road to becoming a doctor is challenging, but I am willing to put in the work and effort to achieve my goals.

Being a doctor would allow me to help people in many different ways. I could diagnose and treat illnesses, save lives in emergency situations, and even prevent diseases through public education and awareness campaigns.

I know that being a doctor requires a lot of knowledge, skill, and dedication, but I believe that I have what it takes to become a successful doctor. I am passionate about helping others, and I think that this is the most important quality for a doctor to have.

In the future, I hope to work in a hospital or clinic where I can help people who are sick or injured. I believe that being a doctor is not just a job, but a calling. I am excited about my future career and look forward to making a difference in the world.

【主題三】My Travel Experience

I have always enjoyed traveling and exploring new places. One of my most memorable travel experiences was when I went to Japan with my family.

Japan is a beautiful country with a rich history and culture. We visited many famous landmarks, such as the Tokyo Tower, Mount Fuji, and the Imperial Palace. We also tried many delicious Japanese foods, such as sushi and ramen.

One of the highlights of our trip was when we visited Kyoto. Kyoto is a city that is known for its traditional architecture and beautiful temples. We visited the Kiyomizu-dera temple, which is a UNESCO World Heritage site. The temple was built in the 17th century and is famous for its wooden stage that overlooks the city.

Another memorable experience was when we went to Hiroshima. Hiroshima is a city that is famous for being the site of the atomic bombing during World War II. We visited the Peace Memorial Park and Museum, which was both moving and educational.

Traveling to Japan was an amazing experience that allowed me to learn about a different culture and way of life. I realized that there is so much in the world to explore and discover. I hope to have many more travel experiences in the future and continue to learn and grow as a person.

八年級(jí)下冊(cè)英語(yǔ)課件【篇5】

冀教版英語(yǔ)五年級(jí)下冊(cè)第一課教案

Step1、Warming-up

1、Greetingwith students.

T：Good morning! Boys and girls, welcome to our class. Now Let’s begin our English class.

S:Good morning teacher!

設(shè)計(jì)意圖：師生口語(yǔ)對(duì)話，拉近教師與學(xué)生的距離，營(yíng)造寬松和諧的課堂氛圍。

2、Play a Game “See and say”教師出示動(dòng)作圖片read、watch、draw、run sing、jump、dance、walk.讓學(xué)生迅速說(shuō)出單詞，比比誰(shuí)最快。

T: I will show you some words, I can see who is the best one.Let's begin . S:根據(jù)老師的'提示，迅速說(shuō)出動(dòng)詞。

設(shè)計(jì)意圖：運(yùn)用“頭腦風(fēng)暴法”活化英語(yǔ)課堂，培養(yǎng)學(xué)生形成英語(yǔ)發(fā)散性思維和創(chuàng)造性思維的能力。此環(huán)節(jié)主要是練習(xí)不同的動(dòng)詞，為之后的英語(yǔ)對(duì)話練習(xí)做好鋪墊。此外，搶答、競(jìng)猜的方式可以使課堂充滿和諧愉悅的氣氛。

Step2、In-depth situation, study new knowledge

1、創(chuàng)設(shè)本課情景，李明和媽媽，以及丹尼、珍妮要去旅行，給出一幅圖他們

四人出發(fā)的情景，并詢問(wèn)學(xué)生What day is today? Where do they want to go? Where do they arrive at?學(xué)生根據(jù)圖片進(jìn)行猜測(cè)并回答.

老師播放文本第一段話，揭示答案。It's Mondy today. They want to go to Beijing.They arrive at the train station.教師繼續(xù)提問(wèn)：How do they feel? S：They are happy....同時(shí)引出excited講授新詞并領(lǐng)讀。

設(shè)計(jì)意圖：利用學(xué)生熟知的人物及所學(xué)舊知，以舊引新，為新授做鋪墊。

2、Listen and answer

T:Now they are at the train station What does Danny want to do?

帶領(lǐng)學(xué)生聽(tīng)課文1-5幅圖學(xué)生回答并新授單詞：jump, sing, dance

講解句型：He wants to…..注意want to后面加動(dòng)詞原形，引導(dǎo)學(xué)生可以用want to說(shuō)句子，練習(xí)短語(yǔ)。

3、老師給出學(xué)生三個(gè)情景What do you want to do in/at (school park home)?讓學(xué)生進(jìn)行對(duì)話練習(xí)。學(xué)生任意選擇一個(gè)場(chǎng)景進(jìn)行對(duì)話練習(xí)。

S1:What do you want to do in the park?

S2:I want to.....

設(shè)計(jì)意圖：將學(xué)生引入生活情境中，應(yīng)用對(duì)話激活文本，激發(fā)學(xué)生的學(xué)習(xí)和運(yùn)用語(yǔ)言的欲望。

Step3.In-depth situation, study the text.

1、通過(guò)丹尼在火車站想要做的事情，詢問(wèn)學(xué)生Is Danny right？What does Mrs. Li say?

讀課文1-5幅圖并回答問(wèn)題。

S:Please don’t jump! Please don’t sing! Please don’t dance!讓學(xué)生根據(jù)回答發(fā)現(xiàn)三個(gè)句子的共同之處，總結(jié)祈使句的結(jié)構(gòu)及用法。Please don't......請(qǐng)不要干什么。

老師繼續(xù)提問(wèn)在火車站丹尼應(yīng)該怎么做呢？讓學(xué)生用Please...來(lái)回答。

設(shè)計(jì)意圖：讓學(xué)生在對(duì)文本、知識(shí)點(diǎn)已經(jīng)基本掌握的基礎(chǔ)上，進(jìn)行語(yǔ)言的組織與輸出，實(shí)現(xiàn)知識(shí)到能力的轉(zhuǎn)化過(guò)程。

2、為學(xué)生出示課文內(nèi)容6-7幅圖，讓學(xué)生發(fā)揮想象，自己用所學(xué)句型描述一下圖中內(nèi)容，老師講解sit down ,stand up兩個(gè)動(dòng)詞短語(yǔ)，以及I’m sitting down.簡(jiǎn)單了解現(xiàn)在進(jìn)行時(shí)態(tài)，為第二課做鋪墊。

Step4.Study and understand the text.

老師播放課文音頻，讓學(xué)生跟讀課文。

設(shè)計(jì)意圖：跟讀環(huán)節(jié)讓學(xué)生模仿發(fā)音，規(guī)范學(xué)生正確的語(yǔ)音語(yǔ)調(diào)。

Step5．Practice

1、Read and match.給出學(xué)生一些日常生活中禁止的圖標(biāo)，與句子連線。

2、Look，say and write.給出學(xué)生三個(gè)場(chǎng)景，in the library in the classroom at the train station讓學(xué)生利用所學(xué)句型進(jìn)行交流學(xué)習(xí)，并選擇其中一幅圖寫(xiě)下來(lái)。

設(shè)計(jì)意圖：英語(yǔ)是一種交際工具,英語(yǔ)教學(xué)的最終目的是培養(yǎng)學(xué)生使用這種交際工具的能力。本環(huán)節(jié)的訓(xùn)練就是學(xué)生在理解文本的基礎(chǔ)上，對(duì)文本內(nèi)容運(yùn)用語(yǔ)言進(jìn)行組織再現(xiàn)的過(guò)程。通過(guò)這一環(huán)節(jié)的實(shí)施，不僅激發(fā)了學(xué)生學(xué)習(xí)興趣，更加深對(duì)課文的理解和記憶，同時(shí)提高了他們語(yǔ)言運(yùn)用的能力，促進(jìn)他們“學(xué)以致用”。

Step6. Homework.

1. Read the text with your friends.

2. Make rules for your classroom with your friends.

八年級(jí)下冊(cè)英語(yǔ)課件【篇6】

2014—2015學(xué)八年級(jí)下冊(cè)英語(yǔ)單元教學(xué)計(jì)劃

（博文學(xué)校初中八年級(jí)英語(yǔ)組

任課教師：王玉勇 孫濤 葛申卿）

新學(xué)期開(kāi)始，為使教學(xué)工作正常有序的開(kāi)展，特制定2014-2015學(xué)年第二學(xué)期教學(xué)計(jì)劃：、教學(xué)分析

1.教材分析 外研版《英語(yǔ)》八年級(jí)（下冊(cè)），全書(shū)共有十個(gè)單元。本教材各單元話題靈活，貼近生活實(shí)際。本冊(cè)書(shū)將學(xué)習(xí)到的一些語(yǔ)法知識(shí)點(diǎn)有：感官動(dòng)詞、簡(jiǎn)單句、并列復(fù)合句、及賓語(yǔ)從句、現(xiàn)在完成時(shí)

2.學(xué)情分析 本人擔(dān)任八年級(jí)三、四2個(gè)班的英語(yǔ)教學(xué)工作，學(xué)生100余人。通過(guò)初中一年半的英語(yǔ)學(xué)習(xí)，大多數(shù)學(xué)生已能聽(tīng)懂有關(guān)熟悉話題的語(yǔ)段和簡(jiǎn)短的故事，能就熟悉的話題交換信息，能讀懂短篇故事，能寫(xiě)便條和簡(jiǎn)單的書(shū)信。但由于各種因素的影響，學(xué)生發(fā)展參差不齊。少數(shù)學(xué)生因?yàn)榛A(chǔ)不夠好，學(xué)習(xí)很吃力而自暴自棄，有的因此擾亂課堂紀(jì)律，這給教學(xué)帶來(lái)不少困難。

二、教學(xué)目的和要求

第一模塊：學(xué)習(xí)feel, taste, look等表示感覺(jué)和知覺(jué)的系動(dòng)詞，學(xué)會(huì)描述感覺(jué)和知覺(jué)。第二模塊：初步認(rèn)識(shí)現(xiàn)在完成時(shí)，了解現(xiàn)在完成時(shí)的基本構(gòu)成。第三模塊：以太空旅行為載體，進(jìn)一步學(xué)習(xí)現(xiàn)在完成時(shí)，了解yet, already ,just在現(xiàn)在完成時(shí)里的應(yīng)用。第四模塊：主要講述看醫(yī)生，了解since for的差別。第五模塊：通過(guò)討論卡通英雄人物來(lái)復(fù)習(xí)學(xué)過(guò)的幾個(gè)時(shí)態(tài)，學(xué)會(huì)區(qū)分。第六模塊：通過(guò)談?wù)搻?ài)好，把簡(jiǎn)單句引入教學(xué)，讓學(xué)生認(rèn)識(shí)什么叫簡(jiǎn)單句。第七模塊：通過(guò)討論“洛杉磯的夏天”的話題，學(xué)習(xí)and but 連接的并列復(fù)合句，同時(shí)通過(guò)閱讀，更多地了解世界。第八模塊：通過(guò)討論“旅游與自然”的話題，學(xué)習(xí)用that引導(dǎo)的賓語(yǔ)從句。第九模塊：通過(guò)討論“友誼”的話題，學(xué)習(xí)用if whether who when 等引導(dǎo)的賓語(yǔ)從句，繼續(xù)鞏固賓語(yǔ)從句的學(xué)習(xí)。第十模塊：通過(guò)討論“工作和職業(yè)”，鞏固對(duì)賓語(yǔ)從句的學(xué)習(xí)。

三、措施

1.面向全體學(xué)生，注重素質(zhì)教育。（抓基礎(chǔ)）

2.以學(xué)生為主體，尊重學(xué)生個(gè)體差異。（了解學(xué)生）

3.采用活動(dòng)途徑，倡導(dǎo)體驗(yàn)與參與。（調(diào)動(dòng)學(xué)生的學(xué)習(xí)積極性）

4.開(kāi)發(fā)課程資源，拓展教學(xué)渠道。（多渠道教學(xué)）

具體來(lái)說(shuō)： 1.認(rèn)真專研教材和課標(biāo)，精心備課，認(rèn)真上好每一堂課。確定每堂課的基礎(chǔ)內(nèi)容，預(yù)備內(nèi)容和拓展內(nèi)容，滿足不同層次學(xué)生的不同需求。2.充分利用現(xiàn)有的現(xiàn)代化教學(xué)設(shè)備，加強(qiáng)直觀教學(xué)，提高課堂效率。3.多與學(xué)生溝通，了解學(xué)生學(xué)習(xí)狀況和需求，及時(shí)改進(jìn)教學(xué)中存在的問(wèn)題和不足。4.積極開(kāi)展豐富多彩的英語(yǔ)活動(dòng)，提高學(xué)生興趣。如英語(yǔ)演講比賽、單詞聽(tīng)寫(xiě)比賽、朗讀比賽、英語(yǔ)手抄報(bào)比賽、學(xué)唱英文歌曲，課前五分鐘活動(dòng)等。5.注重個(gè)別輔導(dǎo)，在面向全體學(xué)生的基礎(chǔ)上，培優(yōu)補(bǔ)差。6.不斷學(xué)習(xí)，加強(qiáng)自身素質(zhì)和業(yè)務(wù)能力的提高。

四、課時(shí)安排

第一周1、講解期末試卷

2、復(fù)習(xí)第一模塊

feelings and impressions

第二模塊

Experiences 第二周 第三模塊

Journey to space 第三周 第四模塊

Seeing the doctor

第四、五周1、復(fù)習(xí)第三模塊

Journey to space

第四模塊

Seeing the doctor

2、檢測(cè)第一二三四模塊

第六周第五模塊

Cartoons 第六模塊

Hobbies 第七、八周1、復(fù)習(xí)模塊A

2、系統(tǒng)復(fù)習(xí)第一二三四五模塊（感官系動(dòng)詞的現(xiàn)在完成時(shí)）

3、迎接期中考試

第九周1、復(fù)習(xí)第六模塊

Hobbies

Hobbies 的類別，作用，應(yīng)用

2、檢測(cè)

第十、十一周第七模塊

Summer in Los Angeles

Get to know the culture about America 第十二周第八模塊

Time off

Master the object clause that賓語(yǔ)從句 第十三周第九模塊

friendship

Master the object clause if /whether賓語(yǔ)從句 第十四周第十模塊

On the radio

Master the object clause Wh--question words賓語(yǔ)從句

復(fù)習(xí)模塊B

為期末備考

第十五、十六周重點(diǎn)復(fù)習(xí)第六七八九十模塊

迎接期末考試

注：各模塊各單元所需時(shí)間可根據(jù)實(shí)際需要進(jìn)行調(diào)整。

八年級(jí)下冊(cè)英語(yǔ)課件【篇7】

Unit 4 Why don’t you talk to yourparents?

Section A 1 (1a-2d)

一、教學(xué)目標(biāo)：

1. 語(yǔ)言知識(shí)目標(biāo)：

1) 能掌握以下單詞：allow, wrong, guess,deal, work out

能掌握以下句型：

① —What’swrong?

—I’m really tried because I studied until midnight last night.

② You could give him a ticket to a ball game.

③ I think you should ask your parents forsome money.

④ Why don’tyou talk to him about it?

2) 能了解以下語(yǔ)法：

(1)能夠運(yùn)用所學(xué)知識(shí)談?wù)搯?wèn)題和困難、提出建議并做出選擇;

(2)能根據(jù)對(duì)方所提出的問(wèn)題，給出一些合理的建議。

2.情感態(tài)度價(jià)值觀目標(biāo)：

培養(yǎng)學(xué)生良好的合作意識(shí)，鼓勵(lì)學(xué)生大膽表達(dá)自己的想法和意愿。正確認(rèn)識(shí)生活中的一些困難，能采用正確的方式解決生活中的問(wèn)題。

二、教學(xué)重難點(diǎn)

1. 教學(xué)重點(diǎn)：

1) Talk about the problems.

2) Learn the new languagepoints.

2. 教學(xué)難點(diǎn)：

能根據(jù)對(duì)方所提出的問(wèn)題，給出一些合理的建議。

學(xué)會(huì)表達(dá)建議的一些方式。

三、教學(xué)過(guò)程

Step 1 Warmingup

1. 導(dǎo)入學(xué)生們平時(shí)在學(xué)校和生活中存在的問(wèn)題。

T: What’s the matter/ What’s wrong?

S: He has too much homework to do.

T: Do he like to do it?

S1：No, he doesn’t. Because hedoesn’t have any free time to do things he likes.

…

Step2 Talking

1. Lookat these problems. Do you think they are serious or not? Ss discuss withtheir partners and give some advice.

① I have to study too much so I don’t getenough sleep.

② Ihave too much homework so I don’t have any free time to do things I like.

③ Myparents don’t allow me to hang out with my friends.

④ Ihave too many after-school classes.

⑤ I got into a fight withmy best friend.

Step 3 Listening

1. T: Tell Ss to read the sentences in 1a again. Make sure they know the meaning ofthe sentences.

2. Play the recording forthe Ss to listen and circle the problems you hear in 1a.

3. Play the recordingagain. Check the answers with the Ss.

Step 4 Pair work

1. Let Ss read the conversationin the box.

2. Use the information in 1a to make other conversations.

3. Let some pairs act outtheir conversations.

e.g. A: What’swrong?

B: I’mreally tied because I studied until midnight last night.

A: Why don’t you go tosleep earlier this evening?

4. Language points

1) allow v. 允許;準(zhǔn)許

allowsb. (not) to do sth. (不)允許某人做某事

e.g. My parents don’tallow me to stay up late. 我父母不允許我熬夜。

Mr. Smith allowed Mike to drive there. 史密斯先生允許邁克開(kāi)車去那里。

2) wrong adj. 錯(cuò)誤的;不對(duì)的

= notright

e.g. Some words on theadvertisement are wrong. 廣告上的一些字錯(cuò)了。

Step 5 Listening

Work on 2a:

T:Peter has some problems. What advicedoes his friend give him? Fill in the blanks with could or should.

1. Let Ss read the sentences in 2a.

2. Play the recording for the Ss to listen and writethe words in the blank.

3. Play the recording again to check the answers.

Work on 2b:

1. Let Ss read the sentences below. Explain somemain sentences for the Ss. Make sure they know the meaning of each sentence.

2. Play the recording forthe Ss to write the letters (a-e) next to the advice in 2a.

3. Play the recording againto check the answers.

Answers: 1. d 2. e 3. a 4. c 5. b

Exercise:

Listen again. Fill in theblanks.

Boy 2 had a ______ with his best friend. He could______ him a letter. But he isn’t good at writing letters. He ______ call him____, but he doesn’t want to talk about it on the ______. He ______ talk to himso that he can say he’s sorry but it’s not ____. He ______go to his house buthe doesn’t want to _______ him. He could take him to the _____________, but hedoesn’t want to wait that long.

Step 6 Pair work

1. Tell Ss to make aconversation using the information in 2aand 2b.

2. Let one pair to read outtheir conversation first.

3. e.g. A: What’s thematter, Peter?

B: Ihad a fight with my best friend. What should I do?

A: Well,you should call him so that you can say you’re sorry.

B: ButI don’t want to talk about it on the phone.

4. Ss act the conversationin pairs. Ask some pairs to act out their conversations.

Step 7 Role-play

1. Ss read theconversations and try to understand the meaning.

2. Read the conversationafter the teacher.

3. Practice the conversation with their partner.Then let some pairs to act out the conversation.

4. Explain some new wordsand main points in the conversation.

(1) guess

e.g. Let us guess the height of the building.

讓我們來(lái)猜一下這個(gè)建筑物的高度。

(2) big deal, deal

big deal是英語(yǔ)中的一個(gè)固定搭配，表示 “重要的事情或狀況”，多用于非正式交流。作否定用法時(shí)，常說(shuō)It’s not a big deal或It’s no big deal.表示說(shuō)話人并不認(rèn)為某事有什么了不起。

e.g. There's a soccergame on TV this evening but I don’t have to watch it. It’s no big deal. 今天晚上電視上有一場(chǎng)足球賽，但我不一定要看。沒(méi)什么大不了的。

It’s a big deal, David, bigger than you know.

這事挺重要的，戴維，比你所知道的要重要。

What's the big deal? It’s only a birthday, not the end of the world.

有什么了不起的?這不過(guò)是個(gè)生日，又不是世界某日。

(3) work out

work out 解決(問(wèn)題);算出

e.g. Mike worked out thedifficult problem by himself.

邁克自己算出了那道難題。

Isit possible to work out the problem? 有可能解決這個(gè)問(wèn)題嗎?

Homework:

Write three conversationsabout your problems and your friends’ suggestions.

A: I have too manyafter-school classes.

What could I do?

B: You could …

Section A 2 (3a-3c)

一、教學(xué)目標(biāo)：

1. 語(yǔ)言知識(shí)目標(biāo)：

1) 學(xué)習(xí)掌握下列詞匯：get on with; relation, communication, argue, cloud, elder, instead, whatever, nervous, offer, proper, secondly, communication, explain, clear

2)閱讀短文，能按要求找到相應(yīng)的信息。

3)通過(guò)閱讀提高學(xué)生們的閱讀能力。

4) 了解在如果生活中發(fā)生了一些不盡如人意的問(wèn)題，應(yīng)當(dāng)如何面對(duì)理性地去解決。

2. 情感態(tài)度價(jià)值觀目標(biāo)：

人的一生并不都是一帆風(fēng)順的，難免有一些挫折的困難，如果生活中發(fā)生了一些不盡如人意的問(wèn)題，我們學(xué)會(huì)冷靜對(duì)待，學(xué)會(huì)合理的辦法去理性地去解決。

二、教學(xué)重難點(diǎn)

1. 教學(xué)重點(diǎn)：

1) 掌握本部分出現(xiàn)的生詞和詞組，達(dá)到熟練運(yùn)用的目標(biāo)。

2) 閱讀短文，獲得相關(guān)的信息。通過(guò)閱讀練習(xí)，來(lái)提高閱讀能力。

2. 教學(xué)難點(diǎn)：

1) 閱讀短文，獲得相關(guān)的信息的能力。

2) 理解并運(yùn)用所學(xué)的詞匯及表達(dá)方式。

三、教學(xué)過(guò)程

Step 1 Revision

Some Ss give some problems. Other Ss give advice.

Problems and advice:

1. I have to study too much so I don’t get enough sleep.

Why don’t you go to sleep earlier this evening?

2. I have too much homework so I don’t have any free time to do things I like.

Why don’t you go camping with your friends this weekend?

3. My parents don’t allow me to hang out with my friends.

Why not read some interesting books at home?

4. I have too many after-school classes.

Why don’t you talk about it with your parents?

5. I got into a fight with my best friend.

Why not call him up?

Role-play the conversation of 2d.

Step 2 Presentation the new words

1. relation n. 關(guān)系;聯(lián)系;交往

e.g. Their relation seemed quite close. 他們的關(guān)系看起來(lái)很親密。

2. argue v. 爭(zhēng)吵;爭(zhēng)論

e.g. The couple began to argue about the child’s education.

那對(duì)夫婦開(kāi)始就孩子的教育問(wèn)題爭(zhēng)吵。

3. proper adj. 正確的;恰當(dāng)?shù)?/p>

e.g. It’s not proper to visit a friend too late in the evening.

太晚了，去看朋友不合適。

4. nervous adj. 焦慮的;擔(dān)憂的

e.g. Don’t be nervous. It is just a small test. 不要緊張。就是個(gè)小測(cè)試而已。

5. clear adj. 清楚易懂的;晴朗的

e.g. The sun shone out of a clear sky. 天空晴朗，陽(yáng)光燦爛。